Workplace Health and Safety TOT Manual For Micro Enterpris

WORKPLACE HEALTH AND SAFETY TRAINING MANUAL
FOR
PRACTITIONERS IN MICRO AND SMALL SCALE ENTERPRISE
University of Gondar
Department of Environmental and Occupational Health and Safety
In collaboration with World Vision-Ethiopia
By:
Ansha Nega
Yifokire Tefera
Ararso Tafese
Sintayehu Daba
Getahun Kebede
Manay Kifle
"Funding for this Training manual was provided by the United States Department of
Labour. This report does not necessarily reflect the views or policies of the United
States Department of Labour nor does mention the trade names commercial
products or organizations imply endorsement by the United States Government".
Gondar, Ethiopia
March, 2017
i
Acknowledgement
This training module is developed through the support of World Vision Ethiopia
where it will not be possible to reach at this level without the full support both
financially and technically. Therefore, the team members would like to use this
opportunity to forward our acknowledgement to World Vision-Ethiopia for the great
opportunity provided to us to prepare this training manual.
Moreover, this manual has been developed with the support and guidance of the
federal Ministry of Labor and social affairs (MoLSA) and national Technical and
Vocational Education and Training (TVET) agency. Hence, we would like to forward
our gratitude for their contribution in the preparation of this training manual.
Finally, a big thank is forwarded to the University of Gondar management for the
consistent support and close follow up of the overall E4Y projects actions.
ii
Acronyms
Abbreviations Descriptions
BoLSA Bureau of Labor and Social Affairs
DW Decent Work
EOHS Environmental and Occupational Health and Safety
E4Y Engaged, Educated and Empowered Ethiopian Youth
FDRE Federal Democratic Republic of Ethiopia
ILO International Labor Organization
MSSEs Micro and Small Scale Enterprises
MoLSA Ministry of Labor and Social Affairs
MSDS Material Safety Data Sheet
OSH Occupational Safety and Health
PPE Personal Protective Equipment
PwDs People with Disabilities
SNNP Southern Nations Nationalities of Peoples
ToT Training of Trainers
TVET Technical and Vocational Education and Training
UoG University of Gondar
USDOL United States Department of Labour
WFCL Worst Form of Child Labor
WHO World Health Organization
WV World Vision
YwDs Youth with Disabilities
iii
Contents Page
Acknowledgement ................................................................................................................... ii
Acronyms ................................................................................................................................. iii
List of figures ............................................................................................................................ v
List of Tables ........................................................................................................................... vi
Background Information ......................................................................................................... 1
Target Sectors: ........................................................................................................................ 4
Beneficiaries: ........................................................................................................................... 4
Purpose of this training Module ............................................................................................ 5
Objectives of the training module: ........................................................................................ 5
Outline of the Training module .............................................................................................. 5
The training approaches: ....................................................................................................... 6
Expectation and Evaluation ................................................................................................... 6
Materials Required to Conduct the Training ....................................................................... 6
Part I: Overview of Occupational Health and Safety ......................................................... 7
Part II: Legal Frameworks in Occupational Health and Safety (OHS) .......................... 18
Part III: Workplace Health and Safety Hazards, Associated Risks and Control
Methods .................................................................................................................................. 38
3.1. Physical Hazards ................................................................................................................ 38
3.1.1. Thermal Environment ................................................................................................ 38
3.1.2. Noise ................................................................................................................................ 47
3.1.3. Vibration Hazard ............................................................................................................. 52
3.1.4. Radiation Hazard ............................................................................................................ 57
3.1.4.1. Ionizing radiation .................................................................................................... 57
3.1.4.2. Lighting and Non-ionizing radiation ..................................................................... 63
3.2. Ergonomics ......................................................................................................................... 71
3.3. Chemical Hazards .............................................................................................................. 87
3.4. Biological Hazard ............................................................................................................. 103
3.5. Specific Hazards at Work ................................................................................................ 109
3.5.1. Slip, Trip and Fall Hazards...................................................................................... 109
3.5.2. Fire and Electrical Hazards ..................................................................................... 114
3.5.3. Psychosocial Hazards ............................................................................................. 135
Part IV: Occupational Health and Safety Program at Organizational Level ............... 140
References ........................................................................................................................... 149
Annexes ................................................................................................................................ 150
Annex I: Pre and Post Test Questions ...................................................................................... 150
Annex II: Description of working sectors with a focus for the training manual.................... 154
Annex III: BINGO Safety Awareness Game ............................................................................ 155
Annex IV: Ergonomic Glossary for Bingo Awareness Game ................................................ 158
Annex V: General tip as Preventive Action for work related MSDs: ..................................... 163
Annex VI: Reactions Caused by Work Related Stress........................................................... 167
Annex VII: Sample OSH Policy .................................................................................................. 169
Annex VIII: Sample Orientation Checklist ................................................................................ 170
Annex IX: Sample Emergency Preparedness Assessment Checklist ................................. 171
Annex X: Risk Assessment Format ........................................................................................... 172
iv
List of figures
FIGURE 1: WORK SETUP OF A SAW MILL .................................................................................................. 8
FIGURE 2: MOVING PART OF THE SAW ENCLOSED ............................................................................... 8
FIGURE 3: FLOWER FARM WITH A LARGE NUMBERS OF GREEN HOUSES .................................... 9
FIGURE 4: CUTTING ROSES IN A GREEN HOUSE.................................................................................... 9
FIGURE 5: HIERARCHY OF CONTROL MEASURES ................................................................................ 12
FIGURE 6: ICE BERG OF COSTS OF ACCIDENT ..................................................................................... 15
FIGURE 7: HEAT BALANCE OF THE BODY ............................................................................................... 41
FIGURE 8: SYMPTOMS OF HEAT EXHAUSTIONS AND HEAT STROKE ............................................ 43
FIGURE 9: HAND-ARM VIBRATION.............................................................................................................. 53
FIGURE 10: SAMPLE SOURCE OF WHOLE-BODY VIBRATION ............................................................ 53
FIGURE 11: HEALTH EFFECT OF HAV ....................................................................................................... 55
FIGURE 12: HAND-ARM VIBRATION MEASUREMENT POSITION ....................................................... 56
FIGURE 13: EFFECTIVENESS OF SHIELDING FOR RADIATION HAZARD ........................................ 63
FIGURE 14: WARNING LABEL FOR CLASS 2 AND HIGHER LASER RADIATION ............................. 65
FIGURE 15: LIGHT METER............................................................................................................................. 69
FIGURE 18: DESIGN/SELECTION OF HAND TOOLS AND EQUIPMENT ............................................. 75
FIGURE 16: CLASSIFICATION OF SYMBOLS ............................................................................................ 92
FIGURE 17: HAZARDOUS SUBSTANCES-PRINCIPALS ROUTES OF ENTRY INTO HUMAN BODY
..................................................................................................................................................................... 93
FIGURE 19: THE FIRE TRIANGLE .............................................................................................................. 119
FIGURE 20: TYPES OF FIRE EXTINGUISHERS AND LABELS. ........................................................... 123
FIGURE 21: VARIOUS FREIGHTING EQUIPMENT – WATER EXTINGUISHER, FIRE BLANKET
AND HOSE REEL ................................................................................................................................... 124
FIGURE 22: FIRE EXIT SIGN ....................................................................................................................... 126
FIGURE 23: DISTANCE BETWEEN WORKERS AND HIGH VOLTAGE LINES .................................. 128
FIGURE 24: THE RELATIONSHIP BETWEEN PERFORMANCE AND DEMANDS; A “STRESS”
CURVE. .................................................................................................................................................... 139
FIGURE 25: DESIGN CONDITION OF ERGO-WORKING CHAIR ......................................................... 164
v
List of Tables
TABLE 1: TASK EVALUATION SHEET ......................................................................................................... 14
TABLE 2: DESCRIPTION OF REPRESENTATIVES TO FORM OSH COMMITTEE............................. 35
O
TABLE 3: OCCUPATIONAL EXPOSURE LIMITS OF THERMAL (VALUES ARE GIVEN IN C) ........ 42
TABLE 4: OCCUPATIONAL EXPOSURE LIMITS (NOISE) ....................................................................... 48
TABLE 5: EXAMPLES OF ELECTROMAGNETIC RADIATION ................................................................ 59
TABLE 6: LASER CLASSES ........................................................................................................................... 66
TABLE 7: HIERARCHY OF CONTROL AS APPLIED TO BIOHAZARDS.............................................. 108
TABLE 8: SEVERITY OF HARM ................................................................................................................... 144
TABLE 9: RISK ASSESSMENT MATRIX .................................................................................................... 146
TABLE 10: DESCRIPTION OF WORKING SECTORS WITH A FOCUS FOR THE TRAINING
MANUAL ................................................................................................................................................... 154
TABLE 11: LISTS OF REACTIONS CAUSED BY WORK RELATED STRESS .................................... 167
TABLE 12: RISK ASSESSMENT FORMAT ................................................................................................ 172
vi
OSH Training Manual for Practitioners in MSSEs
Background Information
The Ethiopian government has initiated a new push towards creating framework to
ensure economic and social development with a long term vision of being a middle
income country in the period of 2020-2023. In its commitment to the socio-economic
development of the country, the Ethiopian Government has given greater focus for the
development of the Micro and Small Scale Enterprises (MSSEs). MSSEs Development
Strategy was designed to ensure the sustainability of the development achieved in all
economic sectors of the country. The main focus of the government is creating Job
opportunities through MSSEs development, to reduce unemployment and alleviate
poverty and enhancing MSSEs as a base for industrial development.
The sectors is crucially important to the economic and social development of the
country in the sense that it generates broader job opportunities and assist to alleviate
poverty and facilitates rural and urban economic linkage and boost the economy as
ground for the emerging Medium and Large scale industries. The program more
focuses on poor people: unemployed youth and women, TVET school graduates,
school dropouts, existing MSSEs such as weavers and street vendors, people who live
on the street etc.
The National TVET Strategy is an important element of actions towards development
and poverty reduction playing key role in building the required motivated and competent
workforce through training and education. There is parts in the TVET training called
“Occupational competency” for each profession, hence this training guide need to be
delivered by either a professional from health and safety field or should be supported by
short term training on basics of workplace health and safety. It is believed that the
TVETs will be the supplier of skilled manpower/workforce for MSSEs but not limited and
are also providing huge number of workers for the medium and large scale industries.
Despite the MSSEs are largely believed to provide means of livelihood to quite a large
proportion of the Ethiopian population, the working conditions of MSEs are remain
unregulated and exposure to occupational hazards while the need is quite substantial.
MSSEs Workers lack the necessary awareness, technical means and resources to
implement workplace health and safety measures. Exposure to occupational hazards,
with the resultant injuries, disability, diseases and death, has profound effects both on
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work productivity, well-being of workers, their families and dependents as well as on the
socioeconomic development of the nation.
Based on the research conducted by University of Gondar research team in
collaboration with World Vision, there is poor and inconsistent understanding and
practice level of ensuring decent work opportunity among different stakeholders
including the provision of OSH service at enterprise level. This finding is also supported
by different literatures that one of the reasons for poor success in ensuring decent work
opportunity is due to poor awareness among stakeholders for decent work creation.
Hence, there is a great demand to work on awareness creation and capacity building on
decent work agendas at each level of the actors.
Significant numbers of youth are winning their daily bread being engaged in MSSEs
where workplace health and safety hazards are significantly common while the sector is
inadequately/totally does not supervised and lacks occupational health services.A
research conducted by World Vision project intervention districts of the Amhara and
SNNP regions indicate that many youth in the districts are engaged in economic
activities mainly either in unpaid family work/business or in employers business of micro
and small scale enterprises where many of them don’t have access to basic health and
safety services to protect them from workplace hazards.
Work processes where youth engaged present the risk of physical injuries such as cuts,
burns, hearing impairment resulting from loud noises, eye injuries due to excessive UV
radiation and respiratory dysfunctions due to the noxious metal fumes inhaled. There is
also a risk of psychosocial hazards i.e. stress at work and exhaustion, and ergonomic
hazards that mainly involve musculoskeletal injuries.
Therefore, aggregated of the aforementioned points imply protection of the health and
safety of workers in the MSSEs is a big challenge, which should be managed with an
integrated approach to health promotion, social protection and employment creation.
Innovative means to prevent exposure to occupational hazards, occupational accidents,
and occupational diseases need to be developed through cost effective and sustainable
measures at the worksite level in order to allow for capacity building within the MSSEs
itself.
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It is evident that high productivity and quality employment can only be reached when the
requirements for preventing exposure to occupational hazards, accidents and diseases
and workers’ health and welfare are integrated in the management of the production
process.
Hence, to improve the health and safety of workers and to increase productivity of
MSSEs and to alleviate poverty at the country level at large, it is necessary to develop
innovative means to prevent workers’ exposure to occupational hazards, occupational
accidents, and occupational diseases at the worksite level through capacity building
within the MSSEs itself by providing training on occupational hazards prevention and
controlling mechanisms.
Thus, acknowledging the critical role of health and safety service for the development of
this sector and contribute for the national vision to contribute the economic growth
through creation of motivated, healthy and productive workforce that has a vision to
transform to middle and large scale industries in the future. Hence, University of Gondar
collaborate with World Vision Ethiopia to develop a health and safety training manual
that can be used by workers, managers and employers for promotion of workplace
health and safety in growth oriented sectors of the micro and small scale enterprises by
tailoring its context to fit into their own. In addition, this training manual is being
prepared for practitioners, students and staffs of the Technical and Vocational
Education and Training Colleges. The manual is being developed in collaboration with
the federal ministry of Labor and social affairs and National technique and Vocational
Education and training (TVET) agency and through the support of World Vision-
Ethiopia.
This material is prepared to support the national action towards socioeconomic
development sector through provision of basic OSH information primarily to workers and
employers at MSSEs and also for TVET teachers and students on hazard identification
in the production process, to estimate health and safety risk of the task and to take
prevention and control measure for the identified hazards.
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Target Sectors:
This training module is designed for any interested organization but with special
emphasis for practitioners at growth oriented sectors of the micro and small scale
enterprises and practitioners, students and teachers of Technical and Vocational
Education and Training Colleges. In the study conducted by University of Gondar
supported by World vision, from the nine categories of industries the first three most
important sectors where >90% of the working youth were engaged were 299 (31.4%) of
working youth engaged in wholesale and retail trade, restaurants and hotels, 261
(27.4%) in agriculture, hunting, forestry and fishing and 299 (31.4%) in community,
social and personal services. Hence, this training module will give special for work
places under these youth preferred sectors for engagement. This will help to reach
majority of working youth in the target.
Classification of working sectors
 Agriculture, hunting, forestry and fishing
 Mining and quarrying
 Manufacturing
 Electricity, gas and water
 Construction
 Whole sale, retail trade, restaurants and hotel
 Transport, storage and communication
 Financing, insurance, real estate and banking
 Community, social and personal services
Beneficiaries:
This training manual can be used by any interested individual or organization but
specially prepared to address the need of health and safety information for:
 Workers/employees
 Employers/business owners
 Labor inspectors at federal, regional, zonal and district level
 Safety officers and managers
 Micro and Small Scale Enterprise offices
 TVET and training institutions
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Purpose of this training Module
This module is prepared with the core purpose to bring major changes in Occupational
health and safety (OHS) practice of work forces in the micro and small scale enterprises
to increase the sector competitiveness through building their capacity and skill to protect
themselves from workplace health and safety hazards.
This training material is designed to achieve a minimum OHS competency on workers

through the provision of basic OHS knowledge. Therefore, the overall aim of this
training manual is focused to increase workers capacity on hazard identification,
estimate the health and safety risks of the hazards and the application of individual and
collective level control strategies. This will help to reduce injuries and illnesses resulting
from exposures to workplace hazards and associated health and safety risks which will
intern support organizational move for national and international competitiveness.
Objectives of the training module:

At the end of the training the trainees are expected to:
1. Explain what decent work is and recognize its importance
2. Associate labor rights, regulations and work place health and safety issues
3. Identify the probable and available workplace hazards in specific sector
4. Estimate the health and safety risks of hazards in their workplaces
5. Apply individual and collective level hazard control strategies
6. Participate actively in the creation of safety culture in their organization
Outline of the Training module

This training module has three four relevant to deliver basic knowledge about workplace
health and safety and lessons are supported by practical exercises and workplace
exposure for applications of the knowledge acquired.
 Part I: Over view of Occupational Health and Safety
 Part II: Legal frameworks in Occupational Health and Safety (OHS)
 Part III: Workplace Health and Safety hazards, associated risks and control
methods
 Part IV: Better OSH management at Organizational Level
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The training approaches:
This module is prepared with simple approaches to deliver basic health and safety
information supported by practical/workplace exposure to give an insight of the
theoretical knowledge. The training uses /will have;
- Interactive presentation
- Participant centered discussion with group/individual exercises
- Real life experience /stories
- Case studies
- Plays/games
Expectation and Evaluation
This manual has both pre-test and post-test examination with 20 questions to ensure
the participant achieved the minimum competency which will be conducted before and
after the training. Moreover, each session will have course evaluation form to be filled
by participants.
This training module is designed for practitioners in the micro and small scale
enterprises and, students and teachers of Technical and Vocational Education and
Training Colleges. The manual is designed for training of the trainers which will be
delivered in Seven days. However, the participants are expected to deliver this training
in a short version (minimum 3 days) for ground level practitioners in their own specific
sector by tailoring it to fit for their own context.
Materials Required to Conduct the Training

The following materials are needed to conduct the training;
 Presentation slides and LCD projector
 Hand-outs
 Pre-test and post-test questions
 Flip chart and Marker
 Stickers and plasters
 White board with marker or Blackboard and chalk
 Exercise sheets/printed guides
 Box or bags with different load, Balls, String/rope
 Sample Personal protective equipment (PPE)
 More others based on the planned exercises for specific session
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Part I: Overview of Occupational Health and Safety
Learning objectives: at the end of this session participants are expected to:
 Understand the magnitude of workplace accidents and illnesses
 Classify workplace hazards by type
 Characterize potential health risks associated with different types of hazards
 Be aware of the hierarchical hazard control strategies at workplace.
 Describe the direct and indirect costs of occupational accidents/injuries/illnesses.
Training approaches/methods:
 Interactive presentation
 Brain storming
 Small-group discussions
 Group exercise
 Gallery walk
 Case studies
Introduction to work place health and safety
Time: 2 hours
1.1. Overview of OSH
What is occupational health?
 Start the session with brainstorming question to initiate participants thought about
Occupational health and its components;
 Encourage participants to share ideas openly;
 Summarize the discussion with interactive presentation;
The field of Occupational Health covers a wide area. Industry is increasing in our
country, and knowledge about occupational health is necessary to reduce health
problems related to this increased activity. When you work with “Occupational health”,
your task is to avoid and reduce the effect of factors in the work places which may
cause any adverse health effects among the workers. To have a work place and earn
salary is of course a very important issue, but nevertheless, factors at work can
sometimes have unwanted side effects. In occupational health we try to reduce these
side effects. We all aim to obtain good health among the workers.
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Figure 1: Work setup of a saw mill
Here the workers cut timber to get materials ready for building purposes. However,
there are dangerous tools such as saws present in this working environment. The
workers cut the timber, but can also cut other things, for example, the hands of the
worker. However, we can do several things to avoid such injuries from happening. That
is what occupational health is about.
Figure 2: Moving part of the saw enclosed
 On the photos you can see that we can enclose the moving part of the saw so
the worker does not come in contact with the saw blade easily.
 We can also have security systems, so the saw blade is not turning if the saw is
not well enclosed,
 The saw can be in a special place or special room where no one other than the
saw technician is located.
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 We can also protect the worker by giving them strong, protective gloves, but for
this particular case, strong gloves are not at all as good as the technical
installations and enclosure I described.
Example 2: Flower farm with a large numbers of green houses
Figure 3: Flower farm with a large numbers of green houses
Case 1: One leader at the flower farm asked two women working there, to cut more roses from
the green house, to fill in this space. The women protested, because the green houses where
the roses were growing had just been sprayed with pesticides, and no one should enter.
If you were on their foot, what will you do?
Figure 4: Cutting roses in a green house
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Normal practice is that the pesticide sprayers close up greenhouses some hours after
spraying, to avoid human exposure to these toxic substances. In this case, the female
workers were not listened to, but told to be quick, to go into the green house and cut
more roses. They did so. Immediately afterwards, they felt very sick, with nausea,
headache and vomiting. One of the women died the same day; she had serious
pesticide intoxication and her kidneys stopped working.
This is a tragic example of an avoidable situation. The workers should not have entered
the green house just after spraying. There are strict rules about waiting a certain
amount of time after spraying before re-entering the area, to avoid workers running the
risk of inhaling these substances. Or if the workers need to enter, they should be
equipped with personal respiratory protective equipment so they do not inhale or get in
contact with the toxic pesticides.
1.2. Definition of occupational health and safety related terms
There are several definitions of occupational health, but the one that most commonly
used is this one, from WHO and the International Labour Organization (ILO):
“Occupational Health is the promotion and maintenance of the highest degree
of physical
mental and social well-being of workers in all occupations.”
Activity #1 Bingo Safety Awareness game

Discussion points:
Match to define basic health and safety terms according to the instruction
Format
Small group activity and discussion
Time: 15 minutes
Material needed – Sheets of Bingo safety awareness game guide, definition and
answer for matching.
Instructions:
 Divide participants into small groups of approximately four-six people each.
 Distribute the sheets and give instruction about the game
 Conclude the session using the definition key to enhance their awareness
through discussion
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 Give summary for the session brief presentation and checking answers for the
exercise from the exercise answer Key.
Hazard is anything that has the potential to cause harm. Harm includes ill health and
injury, damage to property, plant, products or the environment, production losses or
increased liabilities to the detriment of the health or safety of a person.
Work place health and safety hazard includes;
 Physical hazards (Extreme To, noise, vibration, radiation etc.)
 Chemical hazards (gases, vapor, solvents etc.)
 Biological hazards (virus, bacteria, molds, animal bites etc.)
 Ergonomic hazards (repetitive movement, frequent lifting,
o improperly adjusted workstations etc.)
 Psychosocial hazards (mental stress, bullying and
o Work place harassment etc.)
 Specific safety hazards (slips, trips, working from height etc.)
1.3. Occupational Hazards control measures
 Encourage discussion among participants to mention what they know about

workplace hazard control strategies.
There are many ways of reducing the risk of negative health effects at the workplace.
The best way to achieve control is by addressing the source of the
hazard/contamination. Substitution of currently-used materials with less hazardous
materials is one of the most effective ways for eliminating or reducing exposure.
If control by source cannot be achieved or does not resolve the problem then an attempt
should be made to control the risk by interrupting the path of exposure between the
hazardous material and the worker/receiver. Personal protective equipment is
considered to be the least effective measure.
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Figure 5: Hierarchy of control measures
1.4. Why OSH?

Accident Causation and it’s costs
 Brief presentation to encourage participants thinking about the value of OSH service;
Workers represent half the world’s population in the age group 16-67 years, and are the
major contributors to economic and social development. However, around the world,
millions of men and women are paid to work under poor and hazardous conditions.
Despite the availability of effective interventions to prevent many occupational hazards
and to protect and promote health at the workplace, large gaps exist between and within
countries concerning health status of workers and their exposure to occupational risks.
According to the ILO;
 More than 2 million people die from work-related diseases every year
 321 million accidents occur due to workplace hazards annually
 Every 15 seconds, a worker dies from a work-related accident or disease,
 Accident: defined as unforeseen, uncontrolled, undesirable and sudden mishap
which may result in minor or major injuries or death of the person involved, loss
of property, interruptions in activities or functions in industry.
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Root Cause Vs Risk Factors
Pose brain storming question about risk factor and root cause and let participants to
reflect, and then give a brief description about.
Whenever accident occurs there is always a cause; but this may be obvious or difficult
to trace. Generally causes of accident can be categorized as follows;
 Technical/contextual/conditional Causes
• Unsafe conditions
• Mechanical Factors
• Environmental Factors
 Human Causes
• Unsafe Act
• Unsafe Personal factors; behavioural, structural
Group Activity
Task Evaluation to identify the root cause and risk factors;
• Assign participants in group of manageable size
• Determine Cases or activities to be evaluated
• Instruct to conduct task evaluation
o Consider all the available risk factors and root causes in that specific task
• Assessment and Discussion Points:
o What are the root causes?
o What risk factors are presented?
o What are the effects that could happen?
o What are the prevention/control strategies for the identified risk factors
and root causes?
• Present your finding using the task analysis sheet
 Conclude the session with brief and interactive presentation.
Root cause creates undesired outcome by leading individuals to practice wrongly. Root
cause is the main source of the problem that may present risky condition. Risk factor is
the immediate cause / condition that lead to the problem. There may be more than one
root cause resulting in exposures to risk factors. In order to reduce the chance of an
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injury/accident; the best strategy is to eliminate the root causes so that it will be possible
to avoid risky conditions.
 Poor Environmental conditions are the aggravating factors that may increase
workers’ chance of developing effects from the risky condition.
o Extreme heat, cold, noise, and poor lighting
Table 1: Task Evaluation Sheet
Description of process used to do task: ___________________________________
Check Points for Problem Description of Root Description of Risk
Identification Causes Factors
Effort/strength required
Location of parts, equipment or tools
Position of parts, equipment or tools
Design of parts, equipment or tools
Speed of task
Frequency or repetition of task
Duration of task
Productivity levels
Environment
Training
PPE
Key Note:
 Location: where the part is placed; on the workbench, on the floor, suspended from a hoist, etc.
 Position: how the part is oriented relative to the worker; lying flat, placed upright on a side, tilted to one side, etc.
 Speed: how fast a task is done or cycle time.
 Frequency: how often a task is done; the number of times during the day, number of days per week, or number of weeks
per month or year.
 Duration: how long the same task is done during the work shift.
Cost of Accident
Initiate the session with the basic arguments for OSH services i.e. Economic argument,
Humanitarian argument and Legal argument.
Public health efforts can increase labour productivity which lead to rapid economic
growth. Major economic loss can happen as a result of poor working conditions. Work-
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related injuries and diseases are very costly, and have direct and/indirect in-direct
effects on the lives of workers, their families, employers and the nation.
Group Discussion
Divide participants in to manageable group and assign them to discuss about the direct
and indirect costs of occupational accidents/injuries/illnesses.
 For the employer
 For the worker
 For the society/public
Summarize the session with interactive presentation using the following points.
Figure 6: Ice Berg of Costs of Accident
Costs of Occupational Injuries/Diseases

Direct costs to workers:
 Pain and suffering from the injury or illness
 Loss of income
 Loss of a job
 Health-care costs for medication
 The potential to have permanent effect
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Indirect costs to workers
 Difficult to measure
 One of the most obvious indirect costs is the human suffering caused to workers'
families, which cannot be compensated with money.
 Accidents also affect the moral of employee.
 After the accident, the worker is psychologically hesitant to work at the same
place and even reluctant to exert himself for the job; post-accident trauma
Direct and indirect costs of Occ. Accidents for Organizations

Direct costs for employers;
 Payment for work not performed;
 Medical and compensation payments;
 Repair/replacement of damaged machinery & equipment;
 Reduction or a temporary halt in production;
 Increased training expenses and administration costs;
 Negative effect on morale in other workers.
 Reduction in the quality of work;
Indirect costs for Organizations;
 Injured/ill worker has to be replaced;

 New worker has to be trained and given time to adjust;
 It takes time before the new worker is producing at the rate of the original
worker;
 Time devoted to obligatory investigations, to the writing of reports and filling out
of forms;
 Accidents often arouse the concern of fellow workers and influence labor
relations in a negative way;
 Poor health and safety conditions in the workplace can result in poor public
relations.
UoG_Wv 16
Effect on the Society/National Level Impacts
 Even through a victim receives compensation, he may require additional help
from the society
 Obviously, for those who do not come under compensation act, the need for
help from society is much greater.
 Loss of production hours causes fewer products in market.
 Employers necessarily include the cost of accident to the selling prices of their
products.
 Therefore, the society has to pay more prices for the products.
 If the worker had been involved in social activities; then his replacement is
difficult to achieve.
 Burden on public health care and rehabilitation
 Negative implication on investment, employment
Benefits of effective OSH Service
 Reduction in the number of accidents

 Reduction of morbidity and work-related injuries
 Reduced insurance costs for different crisis
 Reduced costs from material damage due to accident
 Better management of risks
 Demonstration of legal and regulatory compliance
 Demonstration of commitment to stakeholders
 Increased access to new customers and business
 Demonstration of innovative, forward thinking approach
 Reduction of absenteeism
 Increase job satisfaction
 Increased work performance
Conclude the session by presenting some live cases of occupational
accidents/disasters both from international and national experiences with costs of
accidents clearly calculated and demonstrated.
UoG_Wv 17
Part II: Legal Frameworks in Occupational Health and Safety (OHS)
Session Plan
Time Frame: 4 hour
Learning Objectives
At the end of this session, participants are expected to:
 Associate national context of OHS and decent work agendas to own context
 Be aware of relevant national laws; rules, regulations, policies, and guidelines in
relation to health and safety at work
 Support and take part in the Ethiopian labour system function
Content
 Introduction to historical background of labour law
 National Constitution
 National labour law and other related legal provisions
 National occupational health and safety Policy, directives and guide lines
Learning/Teaching Methods
 Brainstorming
 Group work
 Plenary discussion
Tools
 Copies of the constitution and other legal documents
 Markers
 Flip charts
UoG_Wv 18
Session Implementation
Facilitator Activity:
 Explain the importance of this session to the overall legal

frameworks related to occupational health and safety and
the objectives of the session clearly.
Method: Brainstorming
 Ask participants to list down existing legal frameworks,

which is, related the occupational health and safety.
 Historical background of Ethiopian labor law
 Issues listed in national constitutions related to
occupational health and safety
 The scope(coverage) of labor law
Facilitators Activity: Group participants write and display their
ideas on flipchart and present for the audience.
Duration: 20 minute for discussion
20 minute for presentation
Method: Group discussion
Summarize using facilitator note
Summary of Facilitators Note

Introductory Presentation
In the United Nations system, two specialized agencies are directly concerned with
occupational health taken as a whole: the ILO and WHO. The ILO was set up in
1919 to bring governments, employers, and trade unions together for unified action
to promote social justice and better working and living conditions everywhere.
Ethiopia becomes member of the organization by the year 1923 after 4 years.
The objective of ILO was to promote the social justice & internationally recognized
human & labor right. The declaration of Philadelphia – 1944 substitutes Labor is not
UoG_Wv 19
commodity, freedom of expression and of association are essential to sustained
progress and poverty anywhere constitutes a danger to prosperity everywhere. ILO
prepares more than 189 conventions to be ratified by the member states, and 204
recommendations among that most of them on workplace safety and health.
Ethiopia Ratified 22 ILO (Including 1 denounced) conventions and make law of the
land. The parent legislative frame work of the land is the constitution of the Federal
Democratic Republic of Ethiopian Constitution Proclamation No. 1/1995 (21st
August, 1995). Article 9/4 states about the supremacy of the constitution in the
hierarchy of the laws of the land and all international agreements ratified by
Ethiopia are an integral part of the law of the land which includes all the ILO’S
Convention ratified by Ethiopia.
Labor relations in Ethiopia have been very low and slow in development. The
cultural, religious and legal settings have had their respective shares for such an
outcome. Culturally, the Ethiopian society’s attitude towards labor and laborers has
been very discouraging. The traditional Ethiopian society despised both trade and
manual work. All the remaining occupations excluding priesthood were relegated to
members of the population who were thought of as a lower class. Metal work, for
instance was left to one group of the population with such a low reputation that
nobody dared to mingle with segment of the population. It was by realizing this
cultural attitude and its negative impact to labor development that the then emperor
(King Menelik) issued a proclamation in 1908 with the following content:
“Let those who insult the worker on account of his labor cease to do so. You, by your
insults and insinuations, are about to leave my country without artisans who can even
make the plough. Hereafter anyone of you who insults these people is insulting me
personally.”
A more comprehensive legislation on occupational Safety and Health management

replaced this in 1964 i.e. Proclamation 232/1964 in order to address the change
occurred.
UoG_Wv 20
The service goes to Ministry of Community development and Social affairs. This
legislation was framed itself on the basic principles underlined by the two notable
ILO conventions on Labor Inspection (Convention No. 81 and 129) which is not
ratified till know.
The same trend continued up to the 1974 change of government i.e. the military-
ruled socialist era. The government proclaimed pro- worker command economic
influenced Labor Law, which provided legal provisions concerning terms and
conditions of work i.e. Proclamation No. 64/76.
The proclamation No. 64/76 left the issue of OSH to be governed by the labor
standard proclamation No. 232/1964.Post socialist Reform in 1991, dynamic
change has brought about the overall transformation of economic development
principles and trade liberalization. The labor proclamation no_42/93 was
promulgated in 1993 and used up to 2003. Then due to some globalization issues
and industrial lead agricultural economic development strategy, it was changed to
labor proclamation no-377/2003 which used until know with 2 amendment
proclamations (466/2005, 494/2006). Labor law is the specialized law in protecting
of workers health and safety at work place in Ethiopia.
Summary of Ethiopian Legal Provisions on Occupational Health and Safety
 The Federal Democratic Republic of Ethiopian Constitution(Proclamation No.

3/1995)
 FDRE Proclamation No 377/2003
 FDRE Labor (amendment) Proclamation No. 466/2005
 FDRE Labor (amendment) Proclamation No. 494/2006
 Working Conditions of young workers and women guideline
 The Occupational Safety and Health Directive 2008
 National Occupational Health and Safety Policy 2014
 Occupational Health and Safety Committee Guide line 2006
 Private Organization Employees’ Pension Proclamation No. 715/2011
UoG_Wv 21
 Right to Employment of Persons with Disability Proclamation No. 568/2008

 Employment relations established by religious and Charitable organizations
regulation No. 342/15
The Constitution of Federal Democratic Republic of Ethiopia (Proclamation
No.3/1995)
The FDRE constitution is the parent legislative framework of the land. This grand
legislation has several articles pertaining to matters of Decent Work in general and of
Safety, Health and Working Environment in particular.
 Article 9: states all international agreements ratified by Ethiopia are an integral part
of the law of the land, which includes all the ILO’S Convention ratified by
Ethiopia(e.g. C155-OHS)
 Article 18: Every citizen protected from inhuman Treatment in particular including no
one shall be required to perform forced or compulsory labor.
 Article 35: Women shall have equal right with men in employment, promotion, pay
and the transfer of pension entitlement.
 Article 36 (1e): Children are entitled to be protected from social or economic
exploitation and shall not be employed in or required to perform work that is likely to
be hazardous or to interfere with their education or to be harmful l to their health or
physical, Mental, spiritual, moral or social development.
 Article 42(1): Factory and service workers, farmers, farm laborers, other rural
workers and government employ whose work compatibility allows for it and who are
below a certain level of responsibility; have the right to form associations to improve
their conditions of employment and economic well -being.
 The right to form trade unions and other associations to bargain collectively with
employers or other organizations that affect their interests and the right to express
grievances including the right to strike.
 Article 42 (2): Workers have the right to reasonable limitation of working hours, to
rest, leisure, to periodic leaves with pay, to remuneration for public holidays as well
as healthy and safe work environment.
UoG_Wv 22
 Article 89 (8): in relation to economic objectives, it states that, government shall

endeavor to protect and promote the health, welfare and living standards of the
working population of the country.
National Labor Law: Proclamation No 377/2003

According to labor proclamation No. 377/2003, the Ministry of Labor and Social Affairs
of Ethiopia is the organ charged with the responsibility to inspect labor administration,
labor conditions, occupational health and safety.
 Present-day labor law, as a specialized law designed to protect employees' welfare,

only came into existence because of the modern industrial development and with the
rise of the status of the employee as wage earner.
 Employment relation is established through a contract of employment and it shall be

deemed formed where a person (the employee) {agrees}, directly or indirectly, {to
perform work} {for and under the authority of another (the employer)} for a {definite
or indefinite period} or piecework in return for {wages}.
 The proclamation is applicable to ‘Employment relations based on a contract of
employment that exist between a worker and an employer.
This proclamation
 Contracts shall not
for the purpose be applicable
of upbringing, to the
treatment, carefollowing employment
or rehabilitation,
Apprenticeship,
relations arising out contracts of personal
of a contract service for non-profit making purposes.
of employment.
 Managerial employee
 Contracts related to persons like members of Armed Force, Police Force,
employees of state administration, judges of courts of law, prosecutors and others
whose employment relationship is governed by special laws
 Contracts relating to a person who performs an act, for consideration, at his own
UoG_Wv 23
Divide participants in to two groups and ask them to list down the responsibility of
employer and employee regarding to occupational health and safety at work place
on flipchart
Participant Activity:
Group one… list and discuss the responsibility ofemployer
Group two….List and discuss the responsibility of employee
Duties of Employers Includes:

An employer shall take the necessary measure to safeguard adequately the health and
safety of the workers in particular:
 Comply with occupational health and safety requirements provided under the act
 Take appropriate steps to ensure that workers are properly instructed and notified
concerning the hazards of their respective occupations and the precautions
necessary to avoid accident and injury to health;
 Ensure that directives are given and also assign safety officer; establish an
occupational, safety and health committee of which the committee's establishment,
 Provide workers with protective equipment, clothing and other materials and
instruct them of its use;
 Register employment accident and occupational diseases and notify to the labor
inspection
UoG_Wv 24
 Arrange, according to the nature of the work, at his own expenses for the medical
examination of newly employed workers and for those workers engaged in
hazardous work, as may be necessary.
 ensure that the work place and premises do not cause danger to the health and
safety of the workers;
 Take appropriate pre-executions to insure that all the processes of work shall not be
a source or cause of physical, chemical, biological, ergonomically and
psychological hazards to the health and safety of the workers;
 Implement the directives issued by the appropriate authority in accordance with this
proclamation.
 To provide work to the worker in accordance with the contract of employment and
unless otherwise stipulated in the contract of employment, to provide him with
instruments and materials necessary for the performance of the work;
 To pay the worker wages and other emoluments in accordance with this
proclamation or the collective agreement;
 To respect the worker's human dignity;
 To take all the necessary occupational safety and health measures and to abide by
the standards and directives to be given by the appropriate authorities in respect of
these measures;
 To defray (pay) the cost of medical examination, of the worker whenever such
medical examination is required by law or the appropriate authority.
Duties of employee includes:
 Co-operate in the formulation of work rules to safeguard the workers’ health and
safety, and implement the rules.
 Inform forthwith to the employer any defect related to the appliances used and
injury to health and safety of the workers that he discovers in the undertaking.
 Report to the employer any situation, which he may have reason to believe could
present a hazard and which he cannot avoid on his own any accident or injury to
health, which arises in the course of or in connection with work.
UoG_Wv 25
 Make proper use of all safeguards, safety devices and other appliance furnished
for the protection of his health or safety and for the protection of the health and
safety of others.
 Obey all health and safety instructions issued by the employer or by the
competent authority.
 To perform in person the work specified in the contract of employment;
 To follow instructions given by the employer based on the terms of the contract
and work rules;
 To handle with due care all instruments and tools entrusted to him for work;
 To report for work always in fit mental and physical conditions;
 To give all proper aid when an accident occurs or an imminent danger threatens
life or property in his place of work without endangering his safety and health;
 To inform immediately the employer any act which endangers himself or his
fellow workers or which prejudice the interests of the undertakings;
 To observe the provisions of this proclamation, collective agreement, work rules
and directives issued in accordance with the law.
Provision of Minimum Labour Conditions
Group Activity:
Ask participants to discuss on the issue some of minimum labor conditions:
 Minimum labour wage

 Working hour
 Overtime
 Annual and maternity leave
 Trade union and collective bargaining:
o Number of employees to establish trade union,
o The contents of collective agreement and
o The responsibility of trade union member, employer and government (Labor
office) in the establishment of trade union.
UoG_Wv 26
 Wage: Wages means the regular payment to which the worker is entitled in return
for the performance of the work that he performs under a contract of employment.
Under Ethiopian labor proclamation, the following payments shall not be considered as
wages:
 Over-time pay
 Amount received by way of per-diems, hardship allowances, transport
allowance, transfer expenses, and similar allowance payable to the worker on
the occasion of travel or change of his residence
 Bonus
 Commission
 Other incentives paid for additional work results
 Service charge received from customers.
Ethiopian labour law does not prescribe minimum wages through law. Usually
wages are fixed by the employer or by collective agreements or by the employee's
contract of Employment.
 Working Hour: Normal working hours are 8 hours a day or 48 hours a week. They
should be distributed evenly, but may be even calculated over a longer period of
time.
 Overtime: Any work exceeding the normal working time of 48 hours a week is
overtime. Overtime is only permissible for up to 2 hours a day, or 20 hours a month,
or 100 hours a year, in the following cases.
 Annual Leave: Annual leave is uninterrupted leave with pay shall be a minimum of
14 working days, plus one working day for every additional year of service.
Additional leave is granted for employees engaged in particularly hazardous or
unhealthy work. It is forbidden to pay wages in lieu of the annual leave.
UoG_Wv 27
 Maternity Leave
 An employer shall grant leave to a pregnant woman worker without deducting
her wages, for medical examination connected with her pregnancy, provided,
however, that she is obliged to present a medical certificate of her examination.
 A pregnant woman worker shall, upon the recommendation of a medical
doctor, be entitled to a leave with pay.
 A woman worker shall be granted a period of 30 consecutive days of leave with
pay preceding the presumed date of her confinement and a period of 60
consecutive days of leave after her confinement.
 Where a pregnant woman worker does not deliver within the 30 days of her
prenatal leave she is entitled to an additional leave until her confinement.
 Trade Unions: Workers and employers shall have the right to establish and form
trade unions or employers’ associations, respectively and actively participate in.
 A trade union established in an undertaking where the number of workers is
ten or more
 workers who work in undertakings which have less than ten workers may form a
general trade union
 Trade unions may jointly form federation and federations may jointly form
confederations.
 Employers’ associations may jointly form employers federation and employers
federations may jointly form employers’ confederation.
 No trade union or employers association may form a confederation without
forming federations.
 Any federation or confederation of trade unions or employers associations may
join international organizations of trade unions or employers.
 Collective agreement: means an agreement concluded in writing between one or
more representative of trade unions and one or more employers or agents or
representatives of employers organizations.
UoG_Wv 28
 Collective Bargaining:- means a negotiation made between employers and worker
organizations or their representatives concerning conditions of work or collective
agreement or the renewal and modifications of the collective agreement.
 Trade union shall have the right to bargain a collective agreement with one or
more employers or their organization in matters provided for in
 Employer or employer's associations shall have the right to bargain a collective
agreement with their workers organized in a trade union.
 Contents of the Collective Agreement
 The conditions for protection of occupational safety and health and the manner of
improving socialservices;
 Workers' participation, particularly, in mattersregarding promotion, wages,
transfer, reductionand discipline;
 Conditions of work, the procedure for making workrules and grievance
procedures;
 Arrangement of working hours and interval breaktimes;
 Parties covered by the collective agreement and itsduration of validity.
2.3. Labor Inspection Service
Facilitators Activity:
Divide participants in to manageable groups and display the flowing idea on

overhead projector in the front of room.
 What are the functions and powers of labor inspectors?

 What are the challenges of current Ethiopian labor inspection services?
Participants Activity: Group participants write and display their ideas on
flipchart and present for the audience.
Duration: 30 minutes
UoG_Wv 29

History of Labour Inspection service
The earliest national legislation for improving working conditions dates from 1802 when
the British parliament passed an “Act to preserve the morals of apprentices”. “Morals”
were defined in terms of safety, health and welfare, and the “apprentices” were child
workers in, for example, mining and chimney sweeping. Application of the Act was
supervised by voluntary committees but the Act was not effectively enforced, so in 1833
the government appointed the first four “inspectors”. These were described as “persons
of high standing” and they paid particular attention to long working hours for adults and
children.
In France, a labour inspection service was established in 1874, comprising 15 divisional

inspectors, and in 1892 a body of civil servants dedicated to labour inspection was
created. Initially the service was charged with the surveillance of the implementation of
legislation from 1841 prohibiting child workers of less than eight years old.
By the end of the nineteenth century, many European countries had introduced
legislation aimed to some extent at improving conditions at work. Specialist inspectors
were also appointed. For example, in Britain the first medical inspector was appointed in
1898 and the first specialist engineering adviser one year later. In 1901 the first female
inspector of factories was appointed, in Germany.
In Ethiopia Labour Inspection service started in Ministry of Industry by the board of

Workers safety and health. Member of the board, Minister,1 Engineers and 1 Medical
service head proclamation 58/1944.
Then in 1952 - 11 labour inspectors employed in AA, Diredawa, Masawa and Asmara.
The size and complexity of labour inspectorates continued in the twentieth century,
initially in industrialised countries and latterly in developing countries, which often
modelled their inspectorates’ organization on those of the former colonial powers. The
remit of inspectorates has also broadened considerably over recent decades to cover a
wider range of economic sectors and also of technical and employment issues, keeping
abreast of changes in the world of work and changing public expectations. Modern-day
UoG_Wv 30
inspectorates may spend much more time than in the past on topics such as work-
related stress, violence at work, illegal employment or forced labour, and less time on
traditional topics such as boiler or crane safety, or industrial disputes.
Some of the Current Ethiopian Labor Inspection Service Includes:
 Ensure the implementation of the provisions of this Proclamation, regulations and

directives issued in accordance with the Proclamation, other laws relating to
labor relations, registered collective agreement, and the decisions and orders
given by the authorities responsible to determine labor disputes;
 Supervise, executive, educate, study, make research and prepare a standard of
work to ensure the implementation of the provisions issued in accordance with
this Proclamation and other laws regarding working conditions, occupational
safety, health and working environment;
 Prepare the list of occupational diseases and schedules of degrees of
disablement;
 Classify dangerous trades or undertakings;
 Conduct studies, and compile statistical data relating to working conditions;
 Prepare training programs concerning the prevention of employment injuries;
 Supervise and ensure that where undertakings are constructed, expanded,
renovated or their appliances installed, they are not dangerous to the safety and
health of workers;
 Take administrative measures in order to implement this Proclamation and
regulations and directives issued in accordance with this Proclamation;
 To seek in the courts or in the authorities responsible for determining labor
disputes appropriate measures for the enforcement of the provisions of this
Proclamation and of such sanctions as may be required by its decision rendered
in the course of its lawful activities
Powers and Duties of Labor Inspectors
 Labor Inspectors assigned by Minister and authorized to carry out the
responsibilities of follow-up and supervision of the inspection service.
UoG_Wv 31
 The Labor Inspectors shall have an identity card issued by the Minister bearing
the official seal.
 The Labor Inspectors shall have the power to enter, during any working hours
without prior notice, any work place which they may think necessary to inspect in
order to examine, test or enquire to ascertain observation of the provisions. In
particular;
o To question any person alone or in the presence of witnesses;
o To check, copy or extract any paper, file or other documents;
o To ensure that the relevant notices are affixed at the appropriate place of
work.
o To take any sample of any matter in a work place and to test it to ensure
that it does not cause injury to workers;
o To take photograph of any worker, and measure draw or test buildings,
rooms, factories, car tools, goods and copy and registered document in
order to ensure the safety and health of workers;
 Where a sample is taken, the employer shall be informed in advance, the manager
or his representative and shall have the right to be present.
 Challenges of labor inspection system: lack of sufficient human resource, lack of
equipment based inspection, guarantee of inspector, low commitment of
government, resistant of employer, etc.
2.4. Working Conditions of Women and Young Workers
Divide participants in to two groups, female participants in one group and male
participants in one group and ask them to react on the following idea.
 Who is a young worker?
 What are the activities prohibited for woman workers and young workers?
 Why this activities prohibited by legislation?
Participants Activity: Group participants write and display their ideas on flipchart
and present for the audience.
UoG_Wv 32
Under the Ethiopian labour law, it has been clearly stipulated young worker is “a person
who has attained the age of 14 but is not over the age of 18 years and it is clearly spelt
out prohibited activities to employ persons below 14 years.
 It is prohibited to employ young workers which on account of its nature or due to the
condition in which it is carried out, endangers the life or health of the young workers
performing it.
 The prohibited activities to young worker which shall include in particular:
 Underground task such as mining, quarries etc.
 Construction task that involve work on scaffolding
 Road construction
 Activities linked to electricity installation
 Engage in illicit activities: selling drugs, sexual activities
 In sewers and digging tunnels
 Tasks in transport service that involve heavy weight lifting
 Metal melting
 Workplaces where there is extreme temperature (Hot and Cold)
 With toxic chemicals and pesticides
 Fishing task
 Manual handling materials >7kg for repetitive task
 Manual handling materials >11kg for one time task
 Manual handling materials with one wheel cart on smooth floor >20 kg
 Manual handling materials with one wheel cart on rough floor >16 kg
 Manual handling materials with on elevated working surface >5 kg for repetitive task
 Manual handling materials with on elevated working surface >9 kg for one time task
 Night and Overtime Work
 It is prohibited to employ young workers on:
UoG_Wv 33
o Night work between 10 p.m. and 6 a.m.
o Overtime work
o Weekly rest days
o Public holidays
 Women shall not be discriminated against as regards employment and payment
based on their sex.
 It is prohibited to employ women on the hazardous or harmful to their health.
 No pregnant woman shall be assigned to night work between 10 p.m. and 6 a.m.
or be employed on overtime work.
 No pregnant woman shall be given an assignment outside her permanent place
of work, provided, however, she shall be transferred to another place of work if
her job is dangerous to her health or pregnancy as ascertained by a medical
doctor.
 An employer shall not terminate the contract of employment of a women during
her pregnancy and until four months of her confinement.
2.5. National OSH Policy, Directives and Committee Guide line
Divide participants in to manageable groups and display the following questions .The first
group reflect on the first question, second group on the second question and the last
group on the third question.
i. Why it is important to establish OHS committee at enterprise level? The minimum

number of committees needed to form.
ii. What are the strengths and gaps discussed in the OHS Directives 2008?
iii. What are the opportunity and threats behind of a national occupational health and
safety policy 2014 for the promotion of occupational health and safety?
Participants Activity: write and display their ideas on flipchart and present it.

UoG_Wv 34

a. Occupational Health and Safety Committee Guideline-2005
Any company should establish Joint occupational health and safety committee after
6month of Establishment and when the no. of workers become 10. Number of member
of the committee should be equal among employers and workers. The member of the
committee should be equal selected from the part of employer and employee.
Table 2: Description of representatives to form OSH Committee
Sr. Number of workers Number of committee members

No
From Employers From workers
1 10 -30 workers 1 1
2 30 -100 workers 2 2
3 100 -500 workers 3 3
4 500 – 1000 workers 5 5
5 Above 1000 workers 7 7
b. The Occupational Safety and Health Directive 2008
The OSH Directive, issued by the MOLSA Minister, establishes under:
 Part I the duties of employers, rights and duties of workers, responsibilities of the
labor inspectorate, and mandatory conditions on overcrowding, sanitation, fire
safety, and preparedness.
 Part II provides guidance on mandatory employer responsibilities;
 Part III details provisions for ambient working conditions and certain hazards; and
 Part IV describes specific and general hazards by work practices or types of
manufacturing processes, machinery operation or job performance procedures.
Part
 Part V covers OSH in construction and
 Part VII covers the agricultural sector and the duties of authorities.
UoG_Wv 35
c. National Occupational Health and Safety Policy 2014
There is a current national OSH policy which deals with how occupational safety and
health is handled at a national level and undertaking level as per the principle stated by
the Occupation Safety and Health and Working Environment Convention No. 155/1981
for which Ethiopia is a signatory. This national policy focuses on the promotion of
occupational health and safety through social dialogue, preventing of occupational
disease and accidents, protecting venerable groups like children, person with disability,
persons with positive HIV/AIDS, establishing OHS institutions and consultancy, etc.
Let the participant divided into manageable group and let they discuss and
present the following work place cases discussion points;
1. Abebe always go to work by the car, which is assigned by the company. One day
he was injured while he travels to work by car accident. Is it occupational accident?
How?
2. Bekele employed in X company. The company pays him 50 birr/day for
transportation. One day he got injured while he was travelling to work by taxi. Is it
occupational accident? How?
Participants Activity: Group participants write and display their ideas on flipchart
and present for the audience.
Duration: 30 minute for discussion and presentation
UoG_Wv 36
Occupational Accident
Under Ethiopian Labor Proclamation, "Occupational accident" means any organic injury
or functional disorder sustained by a worker as a result of any cause extraneous to the
injured worker or any effort he makes during or in connection with the performance of
his work and includes:
 Any injury sustained by a worker while carrying out the employer's order, even away
from the work place or outside his normal hours of work;
 Any injury sustained by a worker before or after his work or during any interruption of
work if he is present in the work place or the premises of the undertaking by reason
of his duties in connection with his work;
 Any injury sustained by a worker while he is preceding to or from place of work in a
transport service vehicle provided by the undertaking which is available for the
common use of its workers or in a vehicle hired and expressly destined by the
undertaking for the same purpose;
 Any injury sustained by a worker as a result of an action of the employer or a third
party during the performance of his work.
Occupational Disease
 For the purpose of this Proclamation an "occupational disease" means any
pathological condition whether caused by physical, chemical or biological agents
which arises as consequence of:
o the type of work performed by the worker; or
o the surroundings in which the worker is obliged to work during a certain
period prior to the date in which the disease become evident.
 Occupational disease shall not include endemic or epidemic disease which is
prevalent contracted in the area where the work is done, except in the case of
workers exclusively engaged in combating such diseases by reason of their
occupation.
UoG_Wv 37
Part III: Workplace Health and Safety Hazards, Associated Risks and Control
Methods
3.1. Physical Hazards
3.1.1. Thermal Environment

Time: 4 hours
Learning objectives: the objective of this topic is to enable the trainees to manage
workers’ exposure to thermal stress to acceptable level.
Upon completion of this topic, the trainees are expected to:
 Define thermal stress: heat stress and cold stress
 Apply appropriate techniques to evaluate human working thermal environment
 Characterize health effects associated with exposure to thermal stressors
 Apply appropriate controlling methods of thermal stressors at work
o Interactive Presentation
o Brain storming
o Group discussion
o Pyramiding
o Spider diagram
o Case study
o Gallery method
Materials required:
o Presentation slides
o Printed materials/Handout
o Flip chart and marker
o Real life videos and/or Photos
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Introduction
Humans are warm-blooded, that is, we have the physiological ability to regulate our
body’s internal temperature, which is kept at 37°C ± 2°C. If the body’s core temperature
either rises or falls beyond this, then serious illness or even death may result.
Temperature regulation centers in our brain are sensitive to small changes of blood
temperature and also get feedback from sensory nerves at the skin. Our brains then use
this information to adjust our bodies’ responses to heat.
Human Response to the Thermal Environment
Activity # 1
Discussion points:
 How do you react (behavioral, physiological & psychological) to extreme hot
temperature?
 How do you react (behavioral, physiological & psychological) to extreme cold
temperature?
Method
Use Gallery Method
Time: 25 minutes
Material needed – Flip chart, markers, pens and pencils
Instructions:
 Step 1: Discuss in pair on the discussion points
 Step 2: Let the pairs come together to make a group of 4 people
 Step 3: Choose one person to be the group’s scribe. Discuss and write down
on the flip charts
 Step 4: After 15 minutes, everyone come to the big group and let each group
attach their flip chart on the wall
 Step 5: Ask everyone to walkthrough and see each group flip chart for 5
minutes
 Step 6: Let the participants come back and raise their questions and concern
to respective group
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Summary Notes;
Mechanisms of human thermoregulation
Mechanisms of human thermoregulation include;
 Behavioral response: the most powerful form of thermoregulation. Put on or take
off clothes, change posture, move, take shelter,
 Vasodilatation: the blood flows near to the skin to increase heat loss from the skin
to the environment
 Vasoconstriction: blood flows in the deep (core) body parts to preserve heat.
 Piloerection: hairs standing on end to reduce heat loss by maintaining by making a
layer of air on the surface of skin
 Shivering: is a simultaneous contraction of the muscle fibers which increase
metabolic heat production with no net external muscular work
o For a standing person at rest shivering can increase metabolic heat
production from 70Wm-2 to 200Wm-2 or more
 Sweating: when body temperature rises sweat is secreted by the sweat gland over
the body to allow cooling by evaporation
 Acclimatization: is a repeated exposures to heat stress over a number of days to
maximize sweat production
Heat Transfer from the Body
Heat can be transferred from the body by conduction, radiation, convection and
evaporation.An understanding of the mechanisms and factors involved in the heat
balance mechanisms is useful to understand the evaluation of thermal stress issues.
There are six fundamental factors which define human thermal environment
 Climatic factors;
• Air temperature
• Radiation
• Humidity
• Air movement
 Personal factors;
• Metabolic heat production
• Clothing
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Figure 7: Heat balance of the body

Measurement of Body Temperature
 Skin temperature
Shell temperature is varies with external environmental condition. Measuring devices for
skin temperature are placing sensors on skin (thermocouples, thermistors etc).
 Internal body temperature
There are numerous methods for measuring internal body temperature through
accessible places (oriphae). Devices used for internal body temperature;
• Mercury in glass thermometer
• Thermistors and thermocouples
• Radio pills, Heat flow meters and Infrared thermometer
3.1.1.1. Hot work Environment
Some workplaces have special challenges related to high temperatures. Such

workplaces are for instance outdoors such as
• Agricultural work,
• Road paving,
• Outdoor construction,
• Forestry,
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• Power line maintenance,
• Traffic regulation, fire fighting and mining.
Also, indoor work may be related to very high temperatures, such as work in smelters.
Table 3: Occupational exposure limits of Thermal (Values are given in oC)
Work Load
Work Rest Regimen
Light Moderate Heavy
Continuous work 30 26.7 25.5

75 % work + 25% rest; each hour 30.6 28 25.9
50 % work +50% rest; each hour 31.4 29.4 27.9
25 % work +75% rest; each hour 32.2 31.1 30
Heat Related Health Problems

Very hot work conditions may cause serious health problems. Including,
 Heat stress: Heat stress is the overall heat load on the body. Heat strain is the
term used to describe the effects that occur in the body as a result of heat stress.
The physical effects of heat strain can vary from less serious disorders such as
skin rashes and fainting, to serious life-threatening situations where sweating
stops and heat stroke develops.
Symptoms: Nausea, vomiting, Fatigue, weakness, Headache, dizziness, Muscle
cramps and aches
 Heat Exhaustions
 Heat Stroke
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Figure 8: Symptoms of heat exhaustions and heat stroke
Assessment of hot environments and people working in them
Activity # 2
Discussion points:
How do we assess how heat at work is affecting, or may affect, a person?
Prevention and control strategies/methods of heat at work place?
Method
Use Cross-over methods
Time: 30 minutes
Instructions:
on the flip charts
minutes
to respective group
 Summarize with facilitators Note
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Assessment of hot environments and people working in them
There are two ways to find out how heat at work is affecting, or may affect, a person.
These are to assess the environment being worked in (that is, to measure heat stress),
or to assess the direct effects of heat on a person (that is, to measure heat strain).
Prevention and Control measures for hot environments
 Engineering control
Engineering controls are the most effective means of reducing occupational heat
exposure, including:
o Planning during the workplace construction if a hot environment is anticipated
o Shielding the radiant heat at the source through insulation and reflective
barriers
o Exhausting heat and water-vapour (steam) to the outside
o Reducing temperature and humidity through ventilation or air-conditioning
o Reducing physical exertion by changing processes or using machines
designed to assist.
 Administrative control
o Apply a work schedule to allow for heat acclimatization
o Increase frequency and length of rest breaks
o Schedule hot jobs during cooler times of day
o Provide cool drinking water near the work location
o Slow down work pace or assign additional workers to decrease workload
o Provide workers with accurate written and verbal instructions, frequent
training programs and other information on heat stress
 Personal Protective Equipment
o Wear clothing that allows free movement of airflow and insulated or cooled
clothing for short-term exposure such as maintenance jobs
o Wear heat reflective clothing near heat sources such as a hot furnace
o Use sunscreen and sun block when working outdoors
o Wear a hat and light clothing to protect skin when working in the sun
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3.1.1.2. Cold Work Environment
Interaction of six basic parameters leads to a tendency for negative heat storage from
discomfort to cold stress.
Several types of workplaces are cold, such as;
Outdoor work in areas with low temperature.
o Extreme situations can be found in artic
areas.
o Construction,
o Agriculture and workers in food
processing industry
Military
Fishermen and sailors are also at risk of cold
stress
Activity # 3 Small group discussion on thermal comfort assessment

Format
Time: 45 minutes
Materials needed
One copy of Handout
Thermal assessment checklist
Pens and pencils
Marker and Flip chart
Instructions
Step 1: Divide the participants into small groups of approximately four-five people each.
Step 2: Review the unit and gather up the materials needed for the activity.
Step 3: Select one nearby work place and assess the thermal comfort using thermal
comfort assessment checklist.
Step 4: Come back and analyse the results.
Step 5: Present your findings with recommendations.
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Cold Work Environment
Cold stress
Cold stress is the existence of an environment capable of causing cold strain. In the
case of cold stress, the stress factors are mainly environmental, e.g. low temperature,
wetness and air movement. Cooling of body parts may result in various cold injuries –
non-freezing injuries, freezing injuries - and hypothermia, which is the most serious.
Health effects of cold working environment
 Frost nip: is the mildest form of cold injury. It affects the toes, fingers, cheeks, nose,
and earlobes, causing the skin to turn white.
 Frost bite is a common injury caused by exposure to extreme cold, or contact with
cold objects. It happens when tissue temperatures fall below freezing point.
Symptoms include; a patchy inflammation of the skin, accompanied by slight pain,
blistering accompanied by a burning or prickling sensation.
 Immersion foot or trench foot occurs in individuals whose feet have been wet and
cold for extended periods of time (days or weeks), but not frozen. Injury occurs to
nerve and muscle tissue. The symptoms are numbness, swelling, and in some
cases superficial gangrene. Medical treatment of the affected areas is required.
 Hypothermia: affects cardiovascular, respiratory, CNS and neuromuscular systems.
It occurs when core body temperature decreases enough to affect body functions-
usually below 35ºC (95ºF).
Prevention and control of cold stress
 Cold stress situations can be prevented by avoiding work in cold temperatures.
 If this type of work is needed, the periods in the cold should be short and
controlled.
 The workers need proper clothing to keep warm. Emergency procedures must be
developed.
Exercise # 1
1. Identify and list group of workers who are at risk of heat and cold working
environment.
2. Explain health effects of extreme temperatures
3. Discuss the prevention and control methods for both heat and cold stress
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Thermal Comfort
 Thermal comfort is very subjective and people will feel differently about what is the
“ideal” thermal environment. Issues of thermal comfort manifest themselves at much
less extreme conditions than those that may cause thermal stress.
3.1.2. Noise
Time: 2 hours
Learning objectives: the aim of this session is to strengthen the trainees’ capacity of
taking the required actions in prevention and control of noise hazards in different noisy
workplaces. At the end of this topic, the trainees are expected to:
 Define and differentiate noise and sound
 Describe nose limits/ noise exposure standards
 Characterize different health effects associated with exposure to noise
 Apply appropriate noise controlling strategies at workplace
o Brain storming
o Pyramiding
o Group discussion
o Demonstration
o Spider diagram
o Questions and answers
o Exercising Cross over groups
 Materials required:
o Sound level meter
o Real life videos and Photos
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 Sound and Noise
 Sound is a pressure variation (wave) that travels through air and is detected by the
human ear. Sounds are actually pressure waves caused by a vibrating body, which
radiate from the source.
 Noise is eexcessive or unwanted sound which potentially results in annoyance
and/or hearing loss (can be from occupational and/or non-occupational sources).
- The ‘sound frequency’ is the number of pressure variations per second, and is
expressed in Hertz (Hz).
- Normal human ear can detect frequencies roughly in the range 20 to 20 000 Hz.
- The highest sensitivity is in the range between 2000 – 4000 kHz, and it decreases
towards higher and lower frequencies.
The sound level measured relative to other sound levels or a base reference level. Its
unit is called decibel (dB). Several scales A, B, C weighted scales were developed to
match the response for sounds of low, moderate, high intensity. dB(A) is the most
commonly used scale which accounts the middle range of frequencies the human ear is
most sensitive.
Table 4: Occupational Exposure Limits (Noise)
Duration per day (Hours) Sound levels (dBA)
8 90
6 92
4 95
3 97
2 100
1-1/2 102
1 105
½ 110
¼ or less 115
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When is noise to loud?
If two people 3 feet apart shout must to

be heard, the background noise is too
loud (above 85 decibels).
Activity # 1 Small group discussion

Discussion points
Discuss the major source of noise in your working environment
Identify at risk working group for noise hazard
Approach
Brain storming
Time: 20 minutes
Materials needed: Pens, Marker and Flip chart
Instructions:
 Step 1: Divide the participants into small groups of approximately four-
five people each.
 Step 2: Choose one person to be the group’s scribe. Discuss and write
down the source of noise on the flip charts
 Step 3: After you list the source of noise, develop prevention and control
methods.
 Step 4: After 15 minutes, everyone come to the big group and let each
group attach their flip chart on the wall
 Step 5: Let the participants present and make a discussion.
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Summary notes:
 Health Effects of Excessive Noise
The damage is related to the intensity, nature (continuous or intermittent), duration of

the noise exposure and individual susceptibility. Hearing loss due to chronic noise
exposure usually begins at 3000 Hz or 4000 Hz.
Signs of hearing loss
Difficulty of hearing when people speak
Inability to hear certain high pitched and soft sound
Ringing in the ear
Possible health effects of noise include;

Noise-Induced Hearing Loss (NIHL): Is a cumulative effect from
repeated exposure and it is due to damage to the hair cells of the cochlea
in the inner ear.
Tinnitus: Ringing in the ears due to temporary exposure to high sound
levels
Temporary Threshold Shift (TTS) - Damage to the hair cells of the inner
ear which can impair hearing temporarily, resulting from exposure to high
noise levels.
Physical damage to the eardrum and ossicles induced by excessively
high noises e.g. explosions.
Sociocusis: Noise induced permanent hearing loss Sometimes termed
noise induced permanent threshold shift (NIPTS)
Annoyance/stress- which is difficult to measure and quantify, but may
cause psychological effects such as poor concentration, irritability and
stress.
Acoustic trauma- Injury to sensory neural elements of the inner ear by
exposure to sudden or intense noise.
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 Work place Noise assessment
The primary interest as far as workplace noise is concerned is with occupational noise
exposure and compliance with an occupational noise exposure limit. Therefore a noise
survey should be undertaken in areas where it is suspected that persons could be
exposed to workplace noise in excess of the noise exposure limit.
 Noise measurement
The most common instruments used for measuring noise are:
 Sound level meter (SLM),
 Integrating sound level meter (ISLM), and
 Noise dosimeter.
It is important to understand instruments calibration, operation and reading that you use.
 Noise prevention and control methods
Reduction at source
 Acoustical design
o Decrease vibrating energy
o Change coupling b/n the energy and vibrating system
o Change structure to produce less sound
 Substitution with less noisy equipment’s
o Change method of processing
Reduction of noise at path
o Increase distance b/n source and receiver
o Acoustical treatment of ceiling, walls and floor to absorb sound
o Enclosure of noise source
o Hanging Absorbers: 5 - 8 dB average and up to 15dB reduction.
Reduction of noise at receiver
o Personal protection (Hearing defender such as earplugs, canal caps and
earmuffs)
o Isolating the workers and Reduce exposure time
o Job schedule
Exercise # 2 Unit summaries
1. Define and differentiate between sound and noise
2. Describe noise exposure limits/ standards
3. Explain health effects associated with exposure to excessive noise
4. Develop noise prevention and control strategies
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3.1.3. Vibration Hazard
Time: 2 hour
Learning objectives: the main objective of this topic is to enable the trainees in taking
the necessary interventions for prevention and control of workers exposure to vibration
related hazards in different work setups. Upon completion of this topic participants are
expected to:
 Define vibration
 Describe different health effects associated with exposure to vibration
 Evaluate and determine workers’ exposure levels to vibration hazards
 Demonstrate the best options of vibration hazards prevention methods
o Group discussion
o Demonstration
o Buzz Group
o Pyramiding
o Brain storming
o Case study
Materials required:
o Accelerometer
o Vibrating material or Real life videos and Photos
 Introduction to vibration hazard

Discussion points (use Buzz Group)
o What is vibration?
o What is the difference between vibration and noise?
Vibration is a mechanical phenomenon whereby oscillations occur about equilibrium.
Vibration enters the body from the organ in contact with vibrating equipment. The
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oscillations or movements may occur in different directions and frequencies, measured
by the unit m/s2. In working life, we consider two types of vibration related to health of
workers.
a) Hand-arm vibration (HAV): is mechanical vibration, which when transmitted to the
human hand-arm system, can result in vascular, bone or joint, neurological or
muscular disorders. When a worker operates hand-held equipment such as a chain
saw or jackhammer, vibration affects hands and arms.
Figure 9: Hand-arm vibration

b) Whole-body vibration (WBV): is the mechanical vibration that when transmitted to
the whole body can result in low-back morbidity and trauma of the spine. When a
worker sits or stands on a vibrating floor or seat, the vibration exposure affects
almost the entire body.
Figure 10: Sample source of Whole-body Vibration
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Activity # 5 Small group discussion on vibration hazard

Approach
Time: 30 minutes
Instructions:
 Step 1: Divide the participants into small groups of approximately four-five
people each.
 Step 2: Choose one person to be the group’s scribe.
 Step 3: Identify tools and equipment’s that can cause vibration injury
 Step 4: Determine types of vibration (HAV or WBD) associated with the
tools and equipment.
 Step 5: Explain the most at risk working group/industry
 Step 6: Describe the health effects associated with vibration
Summary notes:
 Health Effect of Vibration
Vibration exposure to the hand and arm is documented as causing specific negative
health effects if the exposure is high and takes place for longer periods. The health
effects are presented as hand-arm vibration syndrome (HAVS). It can cause three
different types of clinical symptoms.
 Hand-arm vibration syndrome
a) Disturbed circulation
b) Neurological symptoms
c) Musculoskeletal symptoms
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 A worker with disturbed circulation experiences “white fingers”; attacks with white,
painful fingers.
 Hand arm vibration may cause carpal tunnel syndrome which affects the fingers and
hands. Working in a cold and damp environment can aggravate the effect.
 Tingling, numbness, blanching of fingers and pain.
Figure 11: Health effect of HAV

Whole-body vibration may cause back pain and different musculoskeletal problems.
However it is not clear how this exposure harms the body. One theory is that the
vibration causes micro-fractures in the spine.
 Workers exposure level to vibration hazard
Vibration Directive
 For hand - arm vibration
The daily exposure limit value(ELV): 5m/s2
The daily exposure action value(EAV): 2.5m/s2
 For Whole body vibration
The daily exposure limit value (ELV): 1.15m/s2
The daily exposure action value (EAV): 0.5m/s2
Note: The exposure limit value (ELV) is the maximum daily level of vibration an
employee may be exposed to.
 The exposure action value (EAV) is the level of daily exposure to vibration for any
employee which, if exceeded, requires employers to take action to reduce risk.
Measurement of Vibration
 Vibration is usually measured by the use of accelerometers.
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 Unlike noise measurements, vibration ones have a subjective element to them in
that the accelerometer may be held against a vibrating tool by hand; may be fixed to
it for example by plastic ties; or may be fixed to the operator’s hand.
Figure 12: Hand-arm vibration measurement position
 Vibration hazard prevention and control methods:

o Pre-placement screening
o Routine medical checks
o Use tool properly
o Avoid unnecessary exposure
o Minimize grip and push force
o Select low emissions tool
o Keep warm
o Wear anti vibration gloves
o Job rotation
o Maintain floor
o Training and education
o Control exposure time
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Summery Exercise # 3
1. Define vibration
2. Describe different health effect associated with exposure to vibrations
3. Discuss about the best option of vibration hazard prevention and control methods
3.1.4. Radiation Hazard

Time: 3 hours
3.1.4.1. Ionizing radiation

Time: 1:30 hour
Learning objectives: the purpose of this session is to enable participants understand
the sources, nature, characteristics and associated health effects of radiation and then
take appropriate corrective actions in prevention and control of workplace radiation
hazards. At the end of this topic participants are expected to:
 Define terminologies related to radiation hazard
 Differentiate the nature of ionizing radiation and nonionizing radiations
 Identify radiation hazards at workplace
 Identify people who are at risk for radiation hazard exposure
 Discuss health risks associated with exposure to radiation
 Apply and cooperate for workplace radiation control actions
o Brain storming
o Presentation
o Group discussion
o Spider diagram
o Cross over groups
Materials required:
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Introduction
Discussion points (Cross over groups)
1. What is radiation?
2. What is ionizing radiation and nonionizing radiation?
Summary notes:
Definition
• Ion- an atom or molecule that carries either a positive or negative electrical

charge.
• Ionization-the process whereby one or more electrons is removed from a neutral
atom by the action of radiation.
• Radiation- the emission of atomic particles or electromagnetic radiation
(Electromagnetic waves)from the nucleus of an atom. Radiation is emission
(transmission) of energy as a wave or moving particles from the nucleus of an
atom. The electromagnetic spectrum can be divided into two at a wavelength of
about 10 nm, which distinguishes NON-IONISING RADIATION and IONISING
RADIATION.
• Ionizing radiation
o particles or electromagnetic radiation which have sufficient energy to
affect atoms directly i.e. 'ionize' them, namely to create charged particles,
or "ions", when they interact with matter.
• Non ionizing radiation
o electromagnetic radiation that doesn’t cause ionization. Includes UV,
laser, infrared, microwave and radio frequency radiation.
There are five different types of ionizing radiation,
o Alpha (),
o Beta (β),
o Neutrons (n),
o Gamma (γ),
o X-ray (χ).
The first three of these are particles and the latter are electromagnetic radiation.
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Activity # 1 Small group discussion on Radiation hazard

Approach
Time: 20 minutes
Instructions:
people each.
 Step 3: Identify the source of radiation hazard
 Step 4: Determine the most at risk working group/industry
Facilitator notes:
Table 5: Examples of electromagnetic radiation
Type Nature Charge Relative Range in Penetration

Mass Air
Alpha Particulate (helium nucleus) ++ 4 0.4 - 2 cm None
Beta particulate (electron) - 1/1800 5-20 cm Slight
Neutron Particulate (neutron) 0 1 long High
Gamma Electro-magnetic 0 0 High Very long High
X-ray Electro-magnetic 0 0 Very long High
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Alpha-particles
Usually emitted by heavy radioactive elements such as uranium, radium, radon and
plutonium. It is easily stopped by a sheet of paper, a film of water, skin or other thin
material. It is only dangerous to man if the particles enter the body by inhalation or by
ingestion.
Beta-particles
Have a longer range – typically around 10 meters in air. Glasses, thick clothes and Light
metals like aluminum are sufficient as protection, otherwise may reach basal skin cells.
May cause damage if it enters the human body via inhalation or ingestion.
Neutrons
Is a part of nuclei in an atom ejected from nucleus by the disintegration of certain

radioactive atoms.Emitted in fission/ disintegration processes such as those occurring in
nuclear reactors during operation. The biological effects of neutrons are for a given
absorbed dose (Gy) larger than the effects of gamma or X-rays. High speed neutrons
are "thermalized" by elastic collisions in hydrogenous materials (e.g., water, paraffin,
concrete). The “hit” nuclei give off the excess energy as secondary radiation (alpha,
beta, or gamma). Slow neutrons are captured by secondary shielding materials (e.g.,
boron or cadmium).
X-radiation
X-rays are photons (electromagnetic radiations) emitted from electron orbits, such as
when an excited orbital electron "falls" back to a lower energy orbit. A few millimeters of
lead are usually sufficient for adequate protection
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Gamma-radiation
Gamma rays are photons emitted from the unstable nucleus of an atom, often as part of
radioactive decay. Gamma radiation generally has higher energy than X-rays. A
protective shield of several centimeters of lead or tens of centimeters of concrete.
Source of ionizing radiation

1. Naturally Occurring
2. Consumer Products
3. Foods and Containers
4. Medical Procedures
5. Nuclear Plants
6. Radiological Sites
7. Government & Industry
Natural sources:
 Cosmic rays (those originate from the outer space) γ-rays & x-rays
 Radioactive isotopes occur naturally
 Sometimes hot spots in geological formations
Anthropogenic sources:
 Mining, Nuclear power, Nuclear weapons, Medicine in diagnosis & treatment,

industrial.
Types of workers exposed to ionizing radiation
 Atomic energy plant workers, dental assistants, dentists, electron microscope
makers, radiologist, X-ray technician, mineral miners /Ra, thorium/etc.
Ionizing radiation can be measured by:
 Becquerel: measures the number of emitted particles
 Gray: calculates the effect of the ionizing radiation, given as Joule absorbed
energy per kilogram
 Sievert: takes into account the tissue being radiated (1 Joule/kilogram)
The possible effects of ionizing radiation
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Exposure of living tissue to ionizing radiation results in damage to the component cells.
Such radiation damage can be useful to mankind (as in the treatment of cancer under
carefully controlled conditions), but under most conditions it should be avoided as far as
possible.
 Damage to chromosomes: Interfere with mitosis causing affected cell to die
when it attempts to divide.
 Effects on tissues: bone marrow & lymphoid tissues, hemopoiesis cells are
highly radio sensitive & show degenerative changes within minute after a dose is
excess of 1sv.
 Gastro intestinal tract: Dividing cells in the mucosal epithelial of the small
intestine are highly radio sensitive & are killed in sufficient numbers by a dose of
10sv.
 Lens of the eye: Formation of lens opacities, cataracts, threshold is from 2 to
3sv in a single dose.
 Effects on embryo: Embryonic growth is affected by rapid expose to 0.25 sv
cause cancer in many babies. Ionizing radiation can damage the geneticmaterial
in the sperm or the egg cells causing mutations.
 Radiation Protection and Control

Control of exposure to radiation can be divided into four main approaches. In practice a
combination of all of these control approaches is often applied.
 Time: Limiting or minimizing the amount of time to which people are exposed to
radiation will reduce the dose which they receive.
 Distance: Radiation intensity decreases sharply with distance, according to an
inverse square law. In addition even air attenuates alpha and beta radiation.
 Shielding: Alpha particles may be completely stopped by a sheet of paper, beta
particles by aluminum shielding. Gamma rays can only be reduced by much more
substantial barriers. Barriers composed of lead, concrete or water give effective
protection from energetic particles such as gamma rays and neutrons. Some
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radioactive materials are stored or handled underwater or by remote control in
rooms constructed of thick concrete or lined with lead.
Figure 13: Effectiveness of Shielding for radiation hazard
 Containment: Radioactive materials may be used in "sealed sources" to prevent

them spreading. The use of small working spaces, segregated areas and
controlled ventilation are also used to contain the release of radioactive
materials.
Summary exercise # 4
1. What is Ionizing radiation?
2. List types of ionizing radiation hazard with their sources
3. Mention the best option of ionizing radiation prevention and control methods
3.1.4.2. Lighting and Non-ionizing radiation

Time: 1:30 hour
Learning objectives: the objective of this topic is to support the trainees in taking
corrective actions in controlling and prevention of work place light and non-ionizing
radiation related health hazards. At the end of this topic participants are expected to:
 Define and differentiate lighting and non-ionizing radiation
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 Describe major types of non-ionizing radiation hazards

 Characterize health effects associated with exposure to non-ionizing radiation
 Characterize effects of excessive and poor lighting
 Apply appropriate methods to control exposure to non-ionizing radiation and poor
lighting condition.
o Spider diagram
o Brain storming
o Group discussion
o Questions and answers
o Cross over groups
Materials required:
3.1.4.3.1. Non-ionizing radiation

Brief Presentation
Electromagnetic waves are produced by the motion of electrically charged particles.
These waves are also called "electromagnetic radiation" because they radiate from the
electrically charged particles. The electromagnetic spectrum can be divided into two at a
wavelength of about 10 nm, which distinguishes NON-IONISING RADIATION and
IONISING RADIATION. Visible light, infrared and microwaves are types of non-ionizing
radiation. X-rays and Gamma rays are examples of ionizing radiation. The distinction
between non-ionizing and ionizing radiation is simply one of associated energy. For the
ionizing region of the electromagnetic spectrum, the energy incident upon a material is
large enough to remove an electron from an atom orbit to produce ionization, whereas
for the non-ionizing region the energy is not normally sufficient to produce ion pairs.
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Types of Non-Ionizing Radiation
• Ultraviolet (UV) Radiation
UV is invisible radiation produced naturally by the sun (solar radiation) and artificially in
industry via arcs (e.g. welding) operating at high temperatures.
• Infrared (IR) Radiation
IR radiation is emitted by hot bodies, e.g. furnaces and gas torches. Its primary effect is
heating of surface tissues.
• Laser Radiation
The name laser is an acronym for 'Light Amplification by Stimulated Emission of
Radiation'. Laser machines emit a concentrated beam of non-ionizing radiation.
Figure 14: Warning label for class 2 and higher laser radiation
UoG_Wv 65
Table 6: Laser Classes
Safe
Safe provided optical instruments are not used
Visible lasers; Safe for accidental exposure
Visible lasers; Safe for accidental exposure

providing optical instruments are not used
Not safe; Low risk
Hazardous; Viewing of diffuse reflection is safe
Hazardous; Viewing of diffuse reflection is also

hazardous; Fire risk
• Microwave Radiation
Microwaves are produced by molecular vibration in solid bodies and are usually
described by the wave frequency generated.
Activity # 6 Small group discussion on non-ionizing Radiation hazard

Approach; Small group activity and discussion
Time: 30 minutes
Instructions:
people each.
 Step 3: Identify the source of non-ionizing radiation hazard
 Step 4: Describe the health effects associated with exposure to each types of
non-ionizing radiation
 Step 5: Determine the most at risk working group/industry
UoG_Wv 66
Summary Notes:
 Source of non-Ionizing radiation;
 Dielectric heaters
 Microwave heaters
• Including microwave ovens
 Broadcast communications
 Radar
 Cell phones
 Cathode ray tubes (VDTs)
 Wireless web
 Health effects associated with non-ionizing radiation includes;
 Headaches, sleeplessness, irritability, fatigue and memory loss
 Burning of the skin
 Cancer
 Conjunctivitis
 Cataracts
 Evaluation of Non ionizing Radiation (NIR);
Portable handheld ammeters are available to measure NIR. These electrons are
collected by an anode and made to flow as an electric current which is measured by a
suitably calibrated ammeter. The radiation data obtained are assessed against
appropriate occupational exposure limits.
 Preventive measures
 It is not as easy to shield from exposures to non-ionizing radiation as it is regarding
ionizing radiation.
 Lead shielding has no effect on this type of non-ionizing radiation.
 However, the guidelines concerning distance to source are very important. The
radiation decreases when the distance increases.
UoG_Wv 67
3.1.4.3.2. Lighting
 Recognition
Brief Presentation
 Lighting is an essential provision for any workplace.
 Good lighting helps us
o To see and to recognise hazards.
o Read clearly labels and safety instructions.
o It can reduce visual strain and discomfort.
o Enable employees to perform their work comfortably and efficiently.
 The visible radiation portion of the electromagnetic spectrum is narrow, ranging

between 400 and 700 nm. It is the sensitivity of the eyes to this visible radiation that
enables us to see.
 In terms of occupational health and safety we are concerned with the subjective
feeling of visual comfort, and good illumination which is described in terms of the
quantity and quality of the lighting.
• Quantity - this is the amount of illumination on the task. It is measured in lux
and must be sufficient for the worker to undertake the task.
• Quality - is the suitability of the illumination, for example the distribution of
brightness in a visual environment, the colour of light, its direction, diffusion and
the degree of glare.
 The least desirable type of lighting is that from a single bulb in the middle of the
room. Decreased contrast and improved visibility will result from increasing the
number of lighting sources across a ceiling.
 In general, for each visual task performed, a certain minimum quantity of light
arriving on each unit area of the object in view is required, dependent primarily
upon the nature of the work that is being undertaken.
 Too little light can lead to eyestrain and headaches, too much light can result in
glare. Lighting in the various areas of factories and offices can be classified
according to three categories:
UoG_Wv 68
• Local lighting
• Localized lighting
• General lighting
 Research has shown that favorable lighting conditions exist when the
illumination of the task is about three times greater that of its immediate
surroundings, and when the immediate surroundings have three times the
illumination of general workroom.
 For each visual task performed, a certain minimum quantity of light arriving on
each unit area of the object in view is required. The values set out in theNew
Zealand Standard NZS1680.2 series (Interior Lighting - Recommended
Illuminances).
 Evaluation of Illumination
The instrument most commonly used for the measurement of illumination is a
photoelectric light meter (often termed a 'Lux' meter).
Figure 15: Light meter

 Glare
Glare may be defined as any brightness within the field of vision where such character
would cause discomfort, annoyance, interference with vision, or eye fatigue. Three
different types of glare may be present separately or in combination.
 Disability glare;this will affect the capacity to see clearly, e.g. the undipped
headlamp on a car or sunshine reflecting from a wet surface.
UoG_Wv 69
 Discomfort glare;this effect increases with time, e.g. a part of a visual scene
(windows by day, lighting by night) may be too bright compared to the
background.
 Reflected glare; this is seen in shining or polished surfaces which reflect a more
or less distorted image of a bright light, fitting or window. This can be annoying or
disabling, for it may be difficult or impossible to see whatever is beneath.
 Good Illumination
Guidelines for designing illumination of good quantity and quality are:
 Consider lighting at the design stage of any building or workplace
 Design for sufficient lighting in line with establishing guidance
 Integrate daylight and artificial light
 Avoid glare
 Minimize flicker
 Ensure adequate maintenance of glazing surfaces and light fittings
Summarize the session with revision of key areas via question and answer.
UoG_Wv 70
3.2. Ergonomics
 Time: 6 hours
 Learning objectives: this session is designed to equip participants with basic
and fundamental ergonomics principles at work place and support actions for
reduction of work related injuries/illnesses/accidents resulting from exposures to
poor ergonomics. At the end of this session participants are expected to:
o Understand the meaning and role of Ergonomics in improving health and safety
at work.
o Describe common health effects associated with poor ergonomic condition.
o Demonstrate safe lifting methods for material movement
o Exercise improved workstation design and plant layout in a work setup.
o Improve their action for safe selection and use of hand tools/equipment for
specific task.
Content
 Overview of Ergonomics at work
 Common Health Effects Due to Exposure for Poor Ergonomic Condition
 Manual Material Handling
 Design/Selection of Hand Tools and Equipment
 Ergonomics for specific groups; Workers with disability
 Individual and group exercise
 Demonstration
Materials Required:
 Presentation slides
 Hand-out of Ergonomics glossary and guides
 Flip chart and marker
 Box/bags with 10 and 30 kgs
 Sample hand held tools or any equipment for daily use
 Video camera or smart phone with Jack/Real life videos and Photos
UoG_Wv 71
3.3.1. Overview of Ergonomics:
 Initiate the session with brainstorming questions to assess participants
understanding about Ergonomics, its role in improving workplace health and
safety and effects of poor ergonomic condition.
 Once about three participants reflect their idea, provide introductory presentation
on the above mentioned agendas including session objectives.
Summary of the Session
Ergonomics is the science or field of study with the main aim of fitting the work task to
the workers or users. Ergonomics strives to prevent serious injury and/or accidents by
considering design conditions to accommodate the abilities and limitations of users in a
specific context under which a specific activity is performed.
Any task can expose workers to ergonomic risk factors unless the condition is not well
designed and if exposed for long period this risky condition can cause impacts both for
the workers and for the organization.
Some of the impacts can be summarized as follows:
 Development of temporary or permanent disabling injuries and illnesses;
o Musculoskeletal disorders/pain of bone, joint, muscle, tendon etc. of the
back, shoulder, neck, and extremities.
 Minor to major workplace accidents that can cause both human and property
damages;
o Fire accident, slip, trip or fall accident, wrong sequence of process,
material/property damage etc.
 Reduction of productivity both in terms of quantity and quality;
Therefore, the application of ergonomics will help to make a fit between the workplace
conditions and abilities of the workers, considering human limitations and
characteristics.
Understanding Ergonomics at Work

Facilitate a kick off group activity to initiate trainees appreciate poor ergonomic
conditions at work and in everyday life.
UoG_Wv 72
 Group Activity;
o Assign participants to manageable group size.
o Give instruction to conduct walkthrough of the compound and identify poor
design/ergonomic condition around the training compound.
o Participants will reflect orally with group representative about their insight
about ergonomic conditions around their compound.
 Summarize the topic with interactive Presentation supported by photos on
sample poor ergonomic conditions in a typical work setup.
Ergonomic Risk Factors/Conditions

Interactive Presentation
Studies in our country are currently reporting great number of prevalence of work
related MSDs where the risk factors and root causes are associated with poor
design of tasks, materials used, posture applied, work processes etc.
Ergonomic risk Factors include;

 Awkward postures (e.g., bending, twisting)
 Repetitive motions (e.g., frequent reaching, lifting, carrying)
 Forceful exertions (e.g., carrying or lifting heavy loads)
 Static postures (e.g., maintaining fixed positions for a long time)
 Pressure points (e.g., grasping/contact loads, leaning against parts or surfaces that
are hard or have sharp edges)
 Exposure to Vibrating tools and machines
 Exposure for cold weather will be very hazardous when mixed with vibrating
materials.
The presence of compounding risk factors will aggravate the manifestation and severity
of the impacts. This happens when more than one risk factor present in a given task;
hence, reducing any one of the risk factors significantly reduce the probability of the
injury or any effect.
Common Health Effects Due to Exposure for Poor Ergonomic Condition
Interactive Presentation
UoG_Wv 73
If tasks are performed in a poor ergonomic condition with risky condition repeatedly
or over long period, it can lead initially to fatigue, discomfort, acute injury and
accident. Moreover, through time this will lead to chronic illnesses that may include
damage to bone, joints, muscles, tendons, ligaments, nerves, and blood vessels
which is known as musculoskeletal disorders (MSDs). About one third of
absenteeism due to sickness from work is reported as it is associated with
musculoskeletal disorders.
Health effects of poor working procedure could happen in the form of;
• Single-event injury; i.e. acute or traumatic injury immediately after exposure
• Cumulative trauma disorders; chronic disorders after repetitive exposure for minor
traumas.
Series of repeated micro-traumatic events may not lead the body to an immediate
damage, but it will cause serious cumulative trauma disorders called “Musculoskeletal
Disorders (MSD)”.
Brainstorming Question:
 Brainstorming Question for participants to mention some sign and symptoms of
work related MSDs.
 Once majority of the symptoms mentioned, present the following points.
Common Signs and Symptoms of MSDs:
 Reduced grip strength of the hand
 Swelling or stiffness in the joints
 Reduced range of motion in the shoulder, neck, or back
 Dry, itchy, sore eyes, blurred or double vision if involve visual tasks
 Aching or tingling sensation
 Cramping, Recurring or continuous aching/pain/discomfort
 Numbness
 Stabbing or shooting pain on the affected body part
 Redness and swelling
UoG_Wv 74
It is important to anticipate before occurrence for safe practice; recognize and report
when the signs and symptoms occur as early as possible for early intervention to
prevent serious problems.
 Common Work Related MSDs:
Now a day, MSDs especially low back pain is the most commonly reported work related
injury mostly linked to long sitting or standing at work, overexertion and repetitive
bending from manual material handling i.e. lifting, pushing, and pulling as the common
causes. However, the exact cause of low back problem is not clear since physical
conditions of the person, emotional stress, long period inactivity, heavy labor, and pre-
existing health conditions can aggravate or initiate the episode.
• Group exercise with Bingo game; matching with Ergonomic Glossary for
definition and risk/causes of specific MSDs;
• Assign participants to manageable group
• Distribute the matching template and give instruction for the exercise
• Let the winner group to reflect their response and let for comments by other
group for any correction.
• Refer Ergonomic glossary for MSDs for final summery.
Summarize the exercise with brief presentation supported with pictures and examples
for the common MSDs associated with work related causes; refer annex for ergonomics
glossary.
Ergonomic Design principles and approaches:
i. Design/Selection of Hand Tools and Equipment
Figure 16: Design/selection of hand tools and equipment

UoG_Wv 75
Time: 20 min
Brief presentation of the Session
Different types of hand tools are being used to facilitate tasks and improve functionality
at work. Good-quality hand tool should be used to fit the hand and the task. Hand tools
can extend functionality; however, its design conditions could affect users grip strength,
speed of operation and the safety, comfort and performance.
Brainstorming Question:
 Ask participants to mention sample types of hand tools that are being used at
different work setup to improve user’s functionality.
 Let participants reflect their idea about what criteria do they use to select a tool for
their use.
Continue brief presentation
Exposure to awkward postures or harmful contact pressures while using hand tools can
cause either acute/chronic injury on users. It is possible to reduce risk of injury if one
select/use hand tools that fit his/her hand and job.
Brainstorming Question
 Ask participants to mention the root causes for accidents and injuries associated
with the use of hand tools.
 Make sure the key conditions are discussed in their reflection
Accidents and/or injuries with hand tools mainly arise from human factors i.e.
carelessness, not knowing the right tool for the job, ignorance of safety precautions and
failure to maintain tools. Workers should be correctly instructed in how to use tools and
how to use/keep them properly.
 Continue interactive presentation with key points.
Ergonomic concerns on hand tool and Factors that affect hand tool use
• Tool design (weight, structural shape, fit to the user and the task)
• Workstation design (size, shape and layout)
• Tools handle condition (Shape, Diameter, Length, Separation between handles
Materials and texture of handles)
• The way tasks are scheduled
• Condition of tools (status of the tool)
UoG_Wv 76
Selection, use and maintenance
Basic issues to be considered in selecting, using and maintaining hand tools:
 Select the correct weight, size and tool for the user and the job;
 Avoid static load at the shoulder or arm due to the continuous holding of a tool at a
raised position or the gripping of a heavy tool;
 Avoid awkward wrist angles while using tools;
 Reduce uncomfortable pressure on the palm or joints of the hand;
 Handles should have smooth finish, should be easy to grasp and should have no
sharp edges or corners;
 Tools should be firmly fixed and regularly checked for splits and cracks;
 Tools should be kept free of grease and dirt, but the moving/adjustable parts should
be well oiled;
 Cutting edges should be kept sharp for accurate working and avoid unnecessary
pressure; but cutting edges should be sheathed;
 Properly insulated tools should be used for work on or near electrical apparatus;
 Tools should be properly stored in boxes, racks, holders or pocket belts and should
not be left so that they might fall, roll or be tripped over;
 Damage tools should be immediately repaired or replaced.
Key Ergonomic tips in selecting and using hand tool;
 "Bend" the tool, not the wrist; use tools with angled or "bent" handles;
 Avoid high contact forces and static loading;
 Reduce excessive gripping force or pressure;
 Avoid extreme and awkward joint positions;
 Avoid repetitive finger movements, or at least reduce the frequency;
 Avoid or limit vibration;
 Minimize the amount of force needed to activate trigger devices on power tools.
 Select a tool without sharp edges and coated with soft material;
 The end of the handle shouldn’t press on the nerves and blood vessels in the palm
of hands;
 Select a tool that has a non-slip surface for a better grip;
UoG_Wv 77
 Select a tool that can be used with your dominant hand or with either hand (where
possible, should be appropriate for right and left-handed workers).
ii. Working Posture
All anatomical conditions have effect on the normality and abnormality of posture.
 Pose brainstorming Questions about normal and abnormal Postures.
 Good posture; is a state of muscular and skeletal balance that protects the
supporting structures of the body against injury or progressive deformity.
• Under such conditions muscles will function most efficiently and the optimum
conditions will be achieved for the thoracic and abdominal organs.
 Poor posture; is a faulty relationship or an imbalance between various parts of the
body which result in increased strain on the support structures and in which there is
less efficient balance of the body over its base of support.
Tasks can be performed in wither of the three types of working posture i.e. Standing,
Seated, Seat-Stand postures.
Tips on Working Posture

Sitting
Sitting with several "bad" postures for short periods may be better (or at least
no worse) than using one "good" posture over long periods.
Individuals are encouraged to use three or more seated postures throughout
• workday
the to allowshould
Work surfaces various
bemuscle groups
adjustable andtime to down
slope relax and recuperate.
slightly toward the operator.
Adjust Lighting and Vision and Rest Break
• Make sure you have adequate lighting and minimal glare (Indirect lighting)
• Lights in front of the worker are hard on the eyes and lights behind the work bench
produce reflected glare, hence lights should be at perpendicular position; shading
windows and glare screen can reduce reflective effects.
• Keep clean if wearing glasses or contact lenses.
• Be curious to avoid eyestrain:
UoG_Wv 78
o Blink often, close your eyes for a minute, refocus by looking away from your
monitor at something in the distance, roll your eyes up and down, left to right.
o Short, frequent breaks are more beneficial than longer infrequent one.
• Sitting for more than two to three hours without moving can put stress on the
body.
• Breaks can be as simple as standing up and walking around your desk three
times or change the task as a break.
• During these breaks stand, stretch, and move around. This provides rest and
allows the muscles enough time to recover.
• Some simple exercises can be done at your desk such as slowly turning the
head from side to side and holding for 10 seconds or spreading fingers apart and
hold for 10 seconds.
 Facilitate demonstration of good and poor sitting posture!
o Let participants to
o Invite two participants to demonstrate and encourage discussion among
trainees about the best sitting posture with key indicators.
iii. Manual Material Handling
Brief Presentation on the Session

Manual handling is the movement or support of any load by physical effort, including
lifting, putting down, pushing, pulling, carrying, and moving which includes the use of
mechanical aids like trolleys and wheelchairs.
Poor manual material handling causes one third of all workplace injuries i.e. MSDs pain
and injuries to arms, legs and joints, and repetitive strain injuries of various body parts.
Group Activity
 Facilitate pair discussion among participants,
 Give instruction to write down conditions under which manual handling practice
will be hazardous
 Then let them make four together for further discussion
 Let groups to present with their representative
 Share their experience about the exercise
UoG_Wv 79
Facilitate interactive presentation
 Too heavy and/or bulky load, placing unreasonable work demand.
 The load is to be lifted from the floor and above the shoulders.
 Task that involve frequent/repetitive movement.
 The task that is positioned in awkward posture
 The load that cannot be gripped properly.
 A task performed on uneven, wet, or sloping surfaces
 Workers are not familiar with the task
Individual Exercise:
 Demonstration of Safe Manual Material Handling
 Invite at least three individuals to demonstrate safe manual material handling
using available loads of different weights
 Let participants to test lifting of different weights, at different height and distance
 Let participants to reflect their observation
Note: Give stress for key area of ergonomic concern in manual material handling during
demonstration.
Conclude the session with the following brief presentation
Best approach to design manual handling
 If possible avoid manual handling, use ergonomic assist equipment and
automation techniques (no people involved, no people at risk)
 If to handle, load weight and size shall be kept small
 If to handle; the movement should be horizontal, not lifting/lowering & Pull
 If lifting is a must, the material:-
- Best if between hip/knee and shoulder height
- Should be close to & in front of the body
- Shouldn’t be too heavy(<25kg)
- Should be compact, safe to grasp (firm box, handled)
- Shouldn’t have sharp edge, corner
- If in containers should be easily movable from container
UoG_Wv 80
Manual Handling Guide
• Check the weight before handling
• Request help if it is heavy/not appropriate for handling
• Lifting frequency shouldn’t exceed 5 lifts per minute
• Vertical lifting distance shouldn’t exceed 3 feet
• Shouldn’t be carried for longer than 1 minute
• Tasks that require large sustained pushing or pulling forces shouldn’t exceed 30
sec duration
• Extended reach static holding tasks exceed 1 minute
iv. Workstation and Layout design;
Brief Presentation
Proper design of the workstation and layout is very important for productive work where
if the workstation is poorly designed it can lead to;
• Develop MSDs or aggravate the situation;
• Systemic illness i.e. circulatory problems in the leg;
• Workers fatigue and discomfort that can affect efficiency and productivity;
• Commit errors that can affect the product quality;
• Human error that can lead to accident occurrence etc.
Therefore, a workstation should be designed to fit the needs of the individual worker
depending on the height, reach and size; type of machine or tools being used and the
task being performed.
Even minor ergonomic changes like the design of equipment, workstations or tasks that
doesn’t cost much can make significant improvements in worker’s comfort, health and
safety conditions and productivity.
Group Exercise
 Let participants out of the training room
 Make a mess two workstations in and around the training room
 Ask participants to be in two or three groups and redesign the room layout and
workstation of specific tasks
 Observe and record all the process and their action with video camera
UoG_Wv 81
 Then let participants observe the records and evaluate their action from ergonomic
point of view; any hazardous practice, process flow with hazardous nature and
obstacles etc.
Note: Check key area of ergonomic concern in workstation design and manual material
handling principles.
Conclude the session with the following general design principles
Basic Principles of Work Station/Layout Design;
In the workstation design the following improvements should be considered
• Frequency of use; place the most frequently used tools in the usual work area
means closer to the worker;
• Sequence of use; place materials or tools based on the sequence with first used
item to be found first and likewise for the others.
• Importance of use; the most important and critically valuable materials should be
placed at easy access, closer and with known place and sign.
• Group by function; materials with similar function should place in a the same
place; don’t mix up tools with different function in the same place.
• User groups; understand who will be using the materials so that make sure it is
placed at easily accessible and known place.
Examples: let participants’ think of the food pyramid; have three shelves on it to pace
actions for ergonomic improvements from tip/top to dawn where the top of the pyramid
represents something that is necessary, but should be kept in small amount, like oils
and fats.
v. Ergonomics for specific groups; Workers with disability
The national legal framework i.e. proclamation No. 568/2008 provides VAT tax
exemption for companies having 60% of their work force consisting or persons with
disabilities. But not many organizations open their door for equal employment
opportunity to people with disabilities. Literature repeatedly reported that very small
proportion of individuals with disabilities have access to employment due to different
discriminating factors. Even for those who are engaged at work, there are many limiting
UoG_Wv 82
factors that can affect their full function, integration and contribution of which the issue
of access to basic health and safety services at workplace is the key concern.
Employees with disabilities are entitled to the same level of health and safety like
everyone else. Hence, safety concerns need to be specially designed/adjusted to
address the needs of people with disability at work and any necessary “reasonable
adjustment” should be arranged to perform their task as required.
Discrimination against persons with disability (PwD) can start at home from families,
relatives, neighbours and friends; however, at work place when it happen (from co-
worker/manager/employer) the effect will severely affect individual’s life.
Plenary Discussion
 Facilitate plenary discussion among participants to identify key health and safety
issues that require special focus for workers with Disability.
Note: make sure to consider in terms of their types of disability and give a focus for
those points that need special adjustment.
 Design issues (Accessibility of built environment, design of tools, equipment,
workstation layout, work schedule etc.)
 Exposures to Biological, chemical and physical agents;
 Information and communication (displayed information, on training);
 Emergency medical services and first aid;
 Warning devices and alarms;
 Workplace violence and employment issues;
 Issue of special need adjustment (personnel assistance, special materials etc.)
Group Activity: Access Audit Exercise

Method: Walkthrough of their compound
Duration: 10 min assessment and 5 min for presentation
Facilitator:
 Divide participants in to manageable groups
 Give instruction to conduct short walkthrough of a the compound or identify a
known workplace in which participants had exposure
UoG_Wv 83
 Assign one group to conduct living as if by acting as individuals with different

types of disabilities
 Identify any safety concern for workers with different types of disabilities
 Let the to present their finding using the attached template
 Consider the following condition for specific type of disability
1. For people with visual impairment in office environment;
- What issues has to be considered for inclusion of his/her access to all the facilities and
information.
2. For people with hearing impairment;
- What issues should be considered to recruit him/her with full access to all the facilities
and information in the working elements?
• What kind of job do you allow him/her to be engaged?
3. For people with mobility impairment in a factory;
• What issues should be arranged for inclusion of his/her access to all the facilities
and information in the working environment?
Presentation Format for group work
Ser. Description of the Design consideration for

No. Types of Disability possible barriers inclusion of PwD at work
UoG_Wv 84
Summarize the session with the following key concluding presentation
Summary Note: Highlight specific key conditions to be addressed for inclusion of a
person with specific type of disability.
1. For people with visual impairment in office environment;
Built environment accessibility and barrier free routs, writing and reading materials,
assistive devices based on their need, assistive technology whenever possible,
emergency alarming (audio) and exit, personal assistant etc.
2. For people with hearing impairment; emergency alarming (visual) and exit, sign
language interpreter (personal assistant).
3. For people with mobility impairment in a factory;
Built environment accessibility and barrier free routs, assistive devices based on
their need, personal assistant, work bench adjustability, emergency alarming
(visual/visual) and exit etc.
Ergonomics Improvement Strategies
Time: 40 Min
Brief Presentation
Like any other occupational hazards, strategies for improvements of ergonomic
conditions follow the principle of hierarchical hazard control strategies. However, for the
purpose of this training the strategies are presented in terms of Engineering
improvement, administrative improvement and personal habit/assistive equipment.
Group Exercise:
 Ask participants to identify and make a list of different types of control strategies for
the identified risk factors in the previous session.
 Let them post their points, followed by gallery walk with enriching action by other
teams using a different colored marker and then determine which team has the most
correct responses.
i. Engineering Improvements;
We may prefer to do Engineering controls, but they are costly and more time
consuming. However, engineering controls are the most effective type of controls
because they remove or minimize the exposure to the risk factor and it can be applied
to every aspect of a task.
UoG_Wv 85
Example; Changes to workstations, equipment, tools, layout, work procedure and
environment.
ii. Administrative Improvements; are changes to the work procedures associated
with the work which can be of any type.
 Job enlargement; multiple tasks are added to a job.
 Job rotation; tasks are rotated throughout the work shift and workers.
 Work pace and duration; managing the pace based on worker’s capacity.
 Training; safe lifting, machine operation with neutral posture, use of PPE.
 Shift schedule
 Work-rest cycles
 Exercises etc.
The objective of administrative control is to limit exposures of body parts to a particular
risk factor and to give good recovery time.
iii. Work Habit/Use of Assist Equipment; are actions made to workers to reduce
exposure to risk factors.
 Lifting habit
 Sitting posture
 Break habit
 Exercise habit
 Anti-Vibration gloves
 Knee pads
 Shoe inserts
 PPE to prevent MSDs and environmental stress:
o This is a barrier between the employee and the risk factor; depends on using
it as intended and its quality.
UoG_Wv 86
3.3. Chemical Hazards
Session Plan
Time Frame: 3 hour
Learning Objectives: the objective of this topic is to equip the trainees with the basics
of chemical hazards, their health effects upon exposure, and prevention and control
strategies. Upon completion of this session, participants are expected to:
 List the different forms of chemical hazards
 Identify common chemicals used in specific work setups
 Discuss the different health risks associated with exposure to specific chemical
 Conduct risk assessment for chemical hazards in the workplace
 Identify appropriate personal protective equipment required to provide interim
control of chemical hazards at workplace
 Apply/use appropriate control strategy for specific chemical exposure
Content
 Introduction
 Classification of Chemicals hazardous to health based on health effects
 Classifications of Toxic Materials by Physical Properties
 Routs of entry into the body
 Brainstorming
 Group work
Tools
 Markers
 Flip charts
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3.2.1 Introduction
Thousands of different chemicals are used in large quantities in various industrial

processes, and new chemicals are introduced every year. Depending on the intrinsic
toxicity, route of entry, intensity and duration of exposure at numerous workplaces
worldwide worker exposure to chemicals represents a serious health hazard. The
majority of occupational health hazards arise from inhaling chemical agents in the form
of vapors, gases, dusts, fumes, and mists, or by skin contact with these materials.
To recognize occupational factors or stresses, understanding about the chemicals used
as raw materials and the nature of the products and by-products manufactured is
important. This sometimes requires great effort. The required information can be
obtained from the Material Safety Data Sheet (MSDS), which supplied by the chemical
manufacturer or importer for all hazardous materials. The MSDS is a summary of the
important health, safety, and toxicological information on the chemical or the mixture
ingredients.
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 Forms of Chemical Agents
Divide participants in to manageable groups and display the following questions on

overhead projector in front of the room.
List and discus the forms of chemical agents

Outline the classification of hazardous chemicals and their health effects
What are the routes of entry of chemicals in to human body?
Participants Activity: Group participants discuss and reflect their ideas for the
audience.

Chemicals can be transported by a variety of agents and in a variety of forms.
Dusts: Dusts are solid particles slightly heavier than air but often suspended in it for a
period.
 The size of the particles ranges from about 0.4μm (fine) to 10μm (coarse).
 Dusts are created either by mechanical processes (e.g. grinding or pulverizing) or
construction processes (e.g. concrete laying, demolition or sanding), or by specific
tasks (e.g. furnace ash removal).
 The fine dust is much more hazardous because it penetrates deep into the lungs
and remains there known as respirable dust.
 In rare cases, respirable dust enters the bloodstream directly causing damage to
other organs. Examples of such fine dust are cement, granulated plastic materials
and silica dust produced from stone or concrete dust.
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 Repeated exposure may lead to permanent lung disease.

 Any dusts, which are capable of entering the nose and mouth during breathing, are
known as inhalable dusts.
Gases: Gases are any substances at a temperature above their boiling point.
 Steam is the gaseous form of water.
 Common gases include carbon monoxide, carbon dioxide, nitrogen and
oxygen. Gases are absorbed into the bloodstream where they may be
beneficial (oxygen) or harmful (carbon monoxide).
Vapors: Vapors are substances, which are at or very close to their boiling
temperatures.
 They are gaseous in form.
 Many solvents, such as cleaning fluids, fall into this category.
 The vapors, if inhaled, enter the bloodstream and some can cause short-term
effects (dizziness) and long term effects (brain damage).
Liquids: Liquids are substances which normally exist at a temperature between
freezing (solid) and boiling (vapors and gases).
 They are sometimes referred to as fluids.
Mists: Mistsare similar to vapors in that they exist at or near their boiling temperature
but are closer to the liquid phase. This means that there are suspended very small liquid
droplets present in the vapor.
 A mist is produced during a spraying process (such as paint spraying).
 Many industrially produced mists can be very damaging if inhaled, producing
similar effects to vapors.
 It is possible for some mists to enter the body through the skin or by ingestion with
food.
Fume: Fume is a collection of very small metallic particles (less than 1μm), which have
condensed form of gaseousstate. The welding process commonly generates fumes.
The particles tend to be within the respirable range (approximately 0.4 – 1.0μm) and
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can lead to long-term permanent lung damage. The exact nature of any harm depends
on the metals used in the welding process and the duration of the exposure.
Classification of hazardous substances and their associated health risks
Irritant: Is a non-corrosive substance, which can cause skin (dermatitis) or lung

(bronchial) inflammation after repeated contact.
 People who react in this way to a particular substance are sensitized or allergic to
that substance. In most cases, it is likely that the concentration of the irritant may
be more significant than the exposure time.
 Many household substances, such as wood preservatives, bleaches and glues are
irritants. Many chemicals used as solvents are also irritants (white spirit, toluene
and acetone). Formaldehyde and ozone are other examples of irritants.
Corrosive
 Substances are ones which will attack, normally by burning, living tissue. Usually
strong acids or alkalis, examples include sulphuric acid and caustic soda.
 Many tough cleaning substances, such as kitchen oven cleaners, are corrosive as
are many dishwasher crystals.
Harmful
 Is the most commonly used classification and describes a substance if swallowed,
inhaled or penetrates the skin, may pose limited health risks. These risks can
usually be minimized or removed by following the instruction provided with the
substance (e.g. by using personal protective equipment).
 There are many household substances which fall into this category including
bitumen-based paints and paint brush restorers.
 Many chemical cleansers are categorized as harmful. It is very common for
substances labeled harmful also to be categorized as irritant.
Toxic
 Toxic substances are ones which impede or prevent the function of one or more
organs within the body, such as the kidney, liver and heart.
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 A toxic substance is, therefore, a poisonous one. Lead, mercury, pesticides and the
gas carbon monoxide are toxic substances.
 The effect on the health of a person exposed to a toxic substance depends on the
concentration and toxicity of the substance, the frequency of the exposure and the
effectiveness of the control measures in place.
 The state of health and age of the person and the route of entry into the body have
influence on the effect of the toxic substance.
Carcinogenic
 Carcinogenic substances are ones which are known or suspected of promoting
abnormal development of body cells to become cancers.
 Asbestos, hardwood dust, creosote and some mineral oils are carcinogenic. It is
very important that the health and safety rules accompanying the substance are
strictly followed.
Figure 17: Classification of Symbols

Mutagenic
 Mutagenic substances are those which damage genetic material within cells,
causing abnormal changes that can be passed from one generation to another.
 Each of the classifications may be identified by a symbol and a symbolic letter – the
most common of these are the polynuclear aromatic compound benzo-a-pyrene
 The effects on health of hazardous substances may be either acute or chronic.
3.4. Routes of entry to the human body
There are four principal routes of entry of hazardous substances into the human body
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 Inhalation: - breathing in the substance with normal air intake. This is the main
route of contaminants into the body. They enter the lungs where they have access
to the bloodstream and many other organs;
 Absorption through the skin: - the substance comes into contact with the skin
and enters through either the pores or a wound. Tetanus can enter in this way as
can toluene, benzene and various phenols;
 Ingestion: - through the mouth and swallowed into the stomach and the digestive
system. This is not a significant route of entry to the body. The most common
occurrences are due to airborne dust or poor personal hygiene (not washing hands
before eating food)
Figure 18: Hazardous substances-principals routes of entry into human body
 Injection: - it is a very rare route of entry. The abuse of compressed air lines by
shooting high-pressure air at the skin can lead to air bubbles entering the
bloodstream. Accidents involving hypodermic syringes in a health or veterinary
service setting are rare but illustrate this form of entry route.
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Health hazards of specific chemical agents
Ask the participants to discuss the following questions
Outline the source and health effects of:
Asbestosis
Lead
Organic solvents
Mineral Dusts(silica, welding fume)
Pesticides(organophosphate)
Participants Activity: Group participants discuss and reflect their ideas for the
audience.

The health hazards associated with hazardous substances can vary from very mild
(momentary dizziness or a skin irritation) to very serious.
Asbestos
Asbestos is the single biggest workplace killer. According to HSE statistics, there are
15 times as many deaths from asbestos as there are deaths from workplace accidents.
It appears in three main forms – crocidolite (blue), amosite (brown) and chrysotile
(white).
 The blue and brown asbestos are considered to be the most dangerous and may
be found in older buildings where they were used as heat insulators around boilers
and hot water pipes and as fire protection of structure.
 White asbestos has been used in asbestos cement products and brake linings.
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 It is difficult to identify an asbestos product by its colour alone – laboratory

identification is usually required.
 Asbestos produces a fine fibrous dust of respirable dust size which can become
lodged in the lungs.
 The fibers can be very sharp and hard causing damage to the lining of the lungs
over a period of many years.
 This can lead to one of the following diseases:
o asbestosis or fibrosis (scarring) of the lungs;
o lung cancer and mesothelioma cancer of the lining of the lung or, in rarer
cases, the abdominal cavity.
 Typical sites of asbestos include ceiling tiles, asbestos cement roof and wall sheets,
sprayed asbestos coatings on structural members, loft insulation and asbestos
gaskets.
Lead:
Lead is a heavy, soft and easily worked metal. It is used in many industries but is most
commonly associated with plumbing and roofing work. Lead enters the body normally
by inhalation but can also enter by ingestion and skin contact. Medical surveillance in
the form of a blood test of all employees who come into contact with lead operations, is
required by the Regulations.
Uses/Occurrence
 Major uses are in the lead acid battery industry and the smelting and refining of
lead and lead alloys.
 Also used in the production of solder, ceramics, glass, pigments, and ammunition.
Key health effects
 Effects on haemopoietic system (anaemia, reticulocytosis, basophilicstippled
erythrocytes).
 Effects on central nervous system (encephalopathy).
 Peripheral neuropathy (impaired motor function in upper and lower limbs).
 Renal toxicity (tubular damage and interstitial fibrosis).
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 Effects on GI tract (colic).

 Effects on reproductive system in males (reduced semen quality) and in pregnant
females (possibility of impaired neurological development in offspring).
Organic Solvents
 Organic solvents are used widely in industry as cleansing and degreasing agents.
There are two main groups – the hydrocarbons (includes the aromatic and aliphatic
hydrocarbons, such as toluene and white spirit) and the non-hydrocarbons (such as
trichloroethylene and carbon tetrachloride).
 All organic solvents are heavier than air and most are sensitizers and irritants. Some
are narcotics, while others can cause dermatitis and after long exposure periods
liver and kidney failure.
 Solvents are used extensively in a wide variety of industries as varnishes, paints,
adhesives, glue strippers, printing inks and thinners.
 They are highest risk when used as sprays.
 One of the most hazardous is dichloromethane (DCM), also known as methylene
chloride.
 It is used as a paint stripper, normally as a gel. It can produce narcotic effects.
 The minimum personal protective equipment requirements are impermeable
overalls, apron, footwear, long gloves and gauntlet and chemically resistant goggles
or visor.
 Respiratory protective equipment is also required if it cannot be demonstrated that
exposure is below the workplace exposure limit (WEL).
Mineral Dusts:
Silica: Silica is the main component of most rocks and is a crystalline substance made
of silicon and oxygen.
 It occurs in quartz (found in granite), sand and flint.
 Harm is caused by the inhalation of silica dust, which can lead to silicosis (acute and
chronic), fibrosis and pneumoconiosis.
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 As silicosis develops, breathing becomes more and more difficult and eventually as
it reaches its advanced stage, lung and heart failure occur.
 It has also been noted that silicosis can result in the development of tuberculosis as
a further complication.
 Hard rock miners, quarrymen, stone and pottery workers are most at risk.
 Health surveillance is recommended for workers in these occupations at initial
employment and at subsequent regular intervals.
 Prevention is best achieved by the use of good dust extraction systems and
respiratory protective equipment.
Welding fume
Uses/occurrence
 The most important substrates are mild and stainless steel and their alloys, and
aluminum and its alloys.
 The main types of welding are:
o Manual metal arc (MMA)
o Flux cored arc (FCA)
o Metal inert gas (MIG)
o Tungsten inert gas (TIG).
Key health effects
 Lung cancer: welding of stainless steel has been associated with an increased
risk of lung cancer, asthma,
 Acute effects: irritation of eyes and throat, tightness in the chest at higher
exposures.
 Associated risks: the production of ozone and the asphyxiant properties of shield
gases in confined spaces should also be considered in MIG and TIG welding.
Pesticides
Uses/occurrence
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Main categories are organophosphate, organochlorine, and carbamate pesticides.
Exposure occurs mainly in agriculture, although pesticide use is very widespread.
Exposure arises through preparation (decanting, mixing, spillage), application (spraying,
coating, dipping), and through persons not directly engaged in application entering
affected areas.
Key health effects
Organ-Ochlorine
 Pesticides cause a range of neurological effects.
Acute effects include headache, dizziness, nausea, vomiting, fatigue,
convulsions, stimulated respiration, tremors, ataxia.
Chronic effects include intermittent muscle twitching, muscle weakness, tremors,
ataxia, incoordination, slurred speech, visual impairment, memory loss, irritation,
and depression.
Organophosphate
 Pesticides act by inhibiting acetylcholinesterase activity, resulting in a range of
neurological effects.
Organophosphate poisoning
 Organophosphates (OPs) are used widely as insecticides. Most cases of acute OP
poisoning occur in developing countries.
Acute OP poisoning
Acute poisoning presents with the symptoms of cholinergic toxicity due to inhibition of
acetylcholinesterase (AChE), leading to a failure to break down acetylcholine post-
synaptically. ‘Ageing’ of the enzyme may then occur, resulting in irreversible inhibition.
 Psychomotor effects: increasing confusion, anxiety, sleep problems
 Cardiac arrhythmia: bradycardia (dizziness, fainting) or tachycardia
 Tremor, muscle fasciculation
 Sweating
 Seizures
 Respiratory depression
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 Coma
 Death may occur because of respiratory paralysis or cardiac arrhythmias.
Causal exposures/industries
 Agriculture
o Pesticide applicators
o Cotton growers
o Market gardening
o Sheep dippers
o Crop-dusting pilots, pesticide loaders
 Agrochemical manufacture
 Terrorism, chemical warfare
3.2.2. Principles of good practice to control exposure to hazardous substances
Group Activity
Exercise:
List and discuss general hierarchal control of exposure to specific
chemicals
Eliminating at source of chemical exposure at source is always ideal.
Why? Discuss….
What is the responsibility of employer to prevent chemical agents
which raised at work place?
Outline specific personal protective equipment’s used for prevention
of chemical agents
Summarize using facilitator note:
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 Employers are expected to develop suitable and sufficient control measures by:
o identifying hazards and potentially significant risks;
o taking action to reduce and control risks;
o keeping control measures under regular review.
 In order to assist employers with these duties, the following eight principles of good
practice is important to follow:
 Design and operate processes and activities to minimize the emission, release
and spread of substances hazardous to health.
 Take into account all relevant routes of exposure –inhalation, skin absorption
and ingestion – when developing control measures.
 Control exposure by measures that are proportionate to the health risk.
 Choose the most effective and reliable control options which minimize the
escape and spread of substances hazardous to health.
 When adequate control of exposure cannot be achieved by other means,
provide, in combination with other control measures, suitable personal protective
equipment.
 Check and review regularly all elements of control measures for their continuing
effectiveness.
 Inform and train all employees on the hazards and risks from the substances
with which they work and the use of control measures developed to minimize
the risks.
 Ensure that the introduction of control measures does not increase the overall
risk to health and safety.
Hierarchy of control measures of Chemical agents
The prevention or adequate control of exposure by measures other than personal
protective equipment, so far as is reasonably practicable, taking into account the degree
of exposure and current knowledge of the health risks and associated technical
remedies. Measures for preventing or controlling exposure to hazardous substances
include one or a combination of the following:
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o Elimination of the substance;
o Substitution of the substance (or the reduction in the quantity used);
o Total or partial enclosure of the process;
o Local exhaust ventilation;
o Dilution or general ventilation;
o Reduction of the number of employees exposed to a strict minimum;
o Reduced time exposure by task rotation and the provision of adequate
breaks;
o Good housekeeping;
o Training and information on the risks involved;
o Effective supervision to ensure that the control measures are being followed;
o Personal protective equipment (such as clothing, gloves and masks);
o Welfare (including first aid);
o Medical records;
o Health surveillance;
Personal protective equipment (PPE)

Personal protective used as a control measure only as a last resort. It does not
eliminate the hazard and will present the wearer with the maximum health risk if the
equipment fails. Successful use of personal protective equipment relies on good user
training, the availability of the correct equipment at all times and good supervision and
enforcement.
The ‘last resort ’ rule applies in particular to RPE within the context of hazardous
substances.
There are some working conditions when RPE may be necessary:
 During maintenance operations;
 As a result of a new assessment, perhaps following the introduction of a new
substance;
 Where alternatives are not technically feasible
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The principal requirements of PPE are as follows:
 Personal protective equipment which is suitable for the wearer and the task;
 Compatibility and effectiveness of the use of multiple personal protective
equipment;
 A risk assessment to determine the need and suitability of proposed personal
protective equipment;
 A suitable maintenance program for the personal protective equipment;
 Suitable accommodation for the storage of the personal protective equipment
when not in use;
 Information, instruction and training for the user of personal protective
equipment;
 The supervision of the use of personal protective equipment by employees and
a reporting system for defect
Types of personal protective equipment
There are several types of personal protective equipment such as footwear, hearing
protectors and hard hats which are not primarily concerned with protection from
hazardous substances; those which are used for such protection include:
o Respiratory protection PPE;
o Hand and skin protection PPE;
o Eye protection PPE;
o Protective clothing
 For all types of personal protective equipment, there are some basic standards that
should be reached.
o The PPE should fit well, be comfortable to wear and not interfere with other
equipment being worn or present the user with additional hazards.
o Training in the use of particular PPE is essential, so that it is not only used
correctly, but the user knows when to change it.
o Supervision is essential, with disciplinary procedures invoked for non-
compliance with personal protective equipment rules.
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3.4. Biological Hazard
Time: 4 hours
o Describe the nature, types, and related health effects of biological hazards
o Identify workers who are at high risk for exposure to specific biological hazard
o Describe mode of transmission and route of exposure for biological hazards
o Identify appropriate personal protective equipment required for interim control
o Describe appropriate control strategy for exposure to specific biological agents
 Training approaches/methods:
o Interactive presentation
o Pyramiding
o Crossover
o Buzz group
o Gallery method
o Hot seating
Introduction
Discussion points (Buzz group)
 What are bio hazards?
 What is the nature of biohazards?
Brief presentation
According to the UK Health and Safety Commission and the US Center for Disease
Control and Prevention (CDC), biological hazards is defined as “infectious agents or
products of such agents that cause human disease,” and biological agents as “any
microorganism, cell culture, or human endo-parasite, including agents which have been
genetically modified, which may cause any infection, allergy toxicity, or create a hazard
to human health.” Biological factor is a broad term. It includes many agents, such as:
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Bacteria, Fungi, Virus, Bacterial endotoxins, Mycotoxins, Peptidoglycans, Allergens
(high molecular weight)
Additionally, biohazards encompass biological substances including medical waste, or

samples of body tissues or fluids from a biological source, which may contain
microorganisms, viruses or toxins that can adversely affect human health. The available
evidence indicates that biological hazards may exist in almost any occupation.
Activity # 1
Discussion points:
 Describe types and related health effects of biological hazards
 Identify workers who are at high risk for exposure to specific biological hazards
Method
 Cross-over group
Time: 45 minutes
Instructions:
 Step 1: Discuss in pair for 15 minutes on the discussion points
 Step 3: Choose one person to be the group’s scribe. Discuss and write down on
the flip charts
attach their flip chart on the wall and present
 Step 6: Let the participants raise their questions and concern to respective group
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Farmers are at risk of developing both

allergic and non-allergic respiratory
diseases due to exposure to biological
factors, such as allergens, fungi and
endotoxins.
Workers in a waste disposal facility can

easily come in contact with materials
contaminated by body fluids, cut
themselves or be stuck by a needle. This
way they might be exposed to biological
factors, resulting in diseases including
hepatitis B, hepatitis C and HIV.
The risk is greatest among health care and laboratory workers who are threatened by
human pathogens and among agricultural workers who are at risk from dust-borne
biological allergens and toxins and by parasitic worms in warm climates.
Mode of transmission and routes of exposure
ii. Direct mode of transmission and
iii. Indirect mode of transmission
Activity # 2
Discussion points:
 What are the common modes of transmissions for biological hazards?
 Discuss routes of exposure for each specific biohazards
Method
Cooperative learning
Time: 45 minutes
Instructions:
 Step 1: Make a group of 4 people
 Step 2: Let the group discuss on discussion points for 25 minutes
 Step 3: Choose one person to be the group’s scribe. Discuss and write down on the
flip charts
 Step 4: After 25 minutes, everyone come to the big group and let each group attach
their flip chart on the wall
 Step 5: Let the group present their discussion points
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The biological agents may cause a variety of health effects in humans, such as
infectious diseases, acute toxic effects, allergies and even cancer. There are at least
193 important biological agents that show infectious, allergenic, toxic, or carcinogenic
activities in the working population. Humans may come in contact with a number of
different biological factors through their work, and dependent upon the kind of factor,
different kinds of health effects may develop.
Workers at Risk of Biological Hazards;

At least 20 large occupational groups are exposed to these biohazards.
i. Outdoor workers
Outdoor workers, such as wildlife rangers, forestry workers, gardeners, farm workers,
construction workers, archaeologists and military personnel,
ii. People who work with animals
These occupations include abattoir workers, animal handlers, animal pound workers,
aviary workers, customs officers, meat workers, police officers, farmers, graziers,
customs inspectors, laboratory workers, pet shop and quarantine kennel personnel,
ranchers, shepherds, stockmen, veterinarians, wildlife rangers, wool sorters and zoo
personnel.
iii. Workers exposed to human blood and bodily fluids
Include medical and hospital personnel, pathology and other laboratory workers,
emergency workers, autopsy and mortuary workers, prison workers, professional
sportspersons and sex workers. Sewerage workers and plumbers should also be
considered in this category as they may be at risk from a range of pathogenic
microorganisms carried in human faeces.
iv. Exposure to biohazards due to particular work environments
For example, fishing trawler crew, professional divers, marine biologists and lifeguards
might be at risk from physical injury from shark bites, as well as fish or stingray stings,
sea snake bites or venomous jellyfish stings, or infection of cuts and grazes by marine
pathogens.
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Mode of transmission and routes of exposure
i. Direct contact
 Person-to person contact. Spread of infectious agents by skin or mucous membrane
contact, including blood or other body fluids, and transmission of infectious diseases
via placenta in pregnant workers.
ii. Indirect contact
 Airborne transmission.
 Contaminated objects including needles, syringes and contaminated blood
products, surfaces and materials.
 Food and drinking water.
 Animal-to-person contact.
 Soil, water and vegetation containing infectious organisms.
Prevention and control methods
Activity # 3
Discussion points:
 Discuss on prevention and control methods of biological hazards
Method
Small group discussion
Time: 45 minutes
Instructions:
 Step 2: Let the group discuss on discussion points for 25 minutes
the flip charts
 Step 4: After developing the control methods, prioritize the control methods
 Step 5: After 20 minutes, everyone come to the big group and let each group attach
their flip chart on the wall
 Step 6: Let the group present their discussion points
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Control of Biological hazards
The five biohazard control measure categories: protective clothing, engineering,
warnings, waste disposal, and training.
Table 7: Hierarchy of control as applied to Biohazards
Engineering/Bioengineering o Vaccines
controls o Prophylactic anti-viral medications
o Ventilation systems
o Engineered safe needle devices
o Automated equipment
Administrative controls o Policies and procedures
o Routine practices such ‘universal infection
control
o procedures’ and other safe work procedures
o Immunization programs
o Training
o Quarantine and isolation procedures
Personal Protective o Gloves
Equipment(PPE) o Protective clothing
o Eye protection
o Face protection
o Respiratory protection
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3.5. Specific Hazards at Work
3.5.1. Slip, Trip and Fall Hazards

Time: 1 hour
o Describe and differentiate between slip, trip and fall hazards
o Identify the causes of slip, trip and fall hazards
o Apply prevention and control strategy for slip, trip and fall hazards
 Training approaches/methods:
o Crossover
o Buzz group
o Gallery method
Introduction
Slips, trips and falls are the most common cause of injuries at work which are linked
with poor ergonomic design of jobs or workstation. Slips and trips are also the most
reported injury to members of the public.
Show Videos for the participants and give brief description about these hazards
 Group Discussion (Brain-storming)
Time: 15 minutes
Let the participant think about and describe on the following issues;
• Slip, Trip & Fall hazardous conditions you have observed
• Any accidents and/or injuries you have seen resulting from Slips, Trips & Falls
• Any behaviors you have observed that could have resulted in a Slip, Trip or Fall
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Activity # 1
Discussion points:
 Differentiate between slips, trips and fall hazards?
 Discuss the causes of slips, trips and falls hazards?
Method
Use Cross-over
Time: 30 minutes
Instructions:
on the flip charts
present
 Step 5: Let the participants raise their questions and concern to respective
group
• Slips: Slips occur when there is too little friction between your feet and the floor
surface, and you lose your balance. The most common causes of slips are wet
surfaces, ice or other weather hazards, spills, and poor tread on footwear.
• Trips: Trips occur when your foot (or lower leg) hits an object and your upper body
continues moving, throwing you off balance, or when you step down to a lower
surface and lose your balance.
• Falls: Falls occur when you are too far off your centre of balance – either at the
same level, or a lower level.
Prevention and control of slips, trips and falls hazards
An organisation should incorporate hazard identification routines into the work practices
that shouldn’t ignore even the very minor once.
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Activity # 2
Discussion points:
 Discuss on prevention and control strategy of slips, trips and falls hazards
Method
Gallery methods
Time: 30 minutes
Instructions:
on the flip charts
minutes
to respective group
Causes of slips, trips and falls hazards

There are a variety of conditions that may cause slips, trips and falls;
 Wet or greasy floors
 Dry floors with wood dust or powder
 Uneven walking surfaces
 Polished or freshly waxed floors
 Loose flooring, carpeting or mats
 Transition from one floor type to another
 Missing or uneven floor tiles and bricks
 Damaged or irregular steps; no handrails
 Sloped walking surfaces
 Shoes with wet, muddy, greasy or oily soles
 Electrical cords or cables
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 Open desk or file cabinet drawers
 Damaged ladder steps
 Ramps and gang planks without skid-resistant surfaces
 Metal surfaces – dock plates, construction plates
 Wet leaves or pine needles
Conditions causing slips, trips and falls hazards
 Poor lighting/glare/shadows
 PPE
 Improper footwear
 Improper cleaning methods & products
 Inadequate or missing signage
 Poor housekeeping
o Like Safety itself, housekeeping is everyone’s responsibility
Prevention and control of slips, trips and fall
Here are important points to prevent and control slips, trips and falls hazards;
 Conduct risk assessment and perform risk mapping
 Create Good Housekeeping Practices
 Reduce Wet or Slippery Surfaces
 Avoid Creating Obstacles in Aisles and Walkways
 Create and Maintain Proper Lighting
 Wear Proper Shoes
 Control Individual Behavior
Tips for slip, trip and fall preventions
Slips preventive measures include:
 Wet surfaces: Shorten your stride, walk with feet pointed out slightly, and make
wider turns.
 Spills: Clean up immediately. If you are unfamiliar with the contents of the spill,
contact your supervisors
UoG_Wv 112
 Weather hazards: Walk more slowly so you can react to traction changes. Wear
slip resistant shoes or boots, and dry off shoes as soon as practical after entering
a building (wet shoes on dry floors are as dangerous as dry shoes on wet
floors). Wear sunglasses on sunny winter days so you can more easily see
slippery areas.
 Poor tread on footwear, or poor traction: Wear slip resistant footwear, apply
abrasive strips to smooth walking surfaces, post warnings.
 Trips preventive measures includes;
o Do not allow carried packages to obstruct your view.
o If glasses fog due to atmospheric changes, clear them immediately.
o Use only proven walkways.
o Close desk and file drawers when not in use.
o Report burned out or missing lights, any uneven or broken pavement, sidewalks,
or handrails.
o Be aware of elevator threshold positions
 Falls preventive measures include:
 NEVER stand on a chair to reach a high object. Always use a ladder.
 When using ladders, select the proper type and size, and use it properly.
 Walk up and down stairs, and never jump from the last step.
 Use handrails, walk
 Report any unsafe conditions.
UoG_Wv 113
3.5.2. Fire and Electrical Hazards
Time: 4 hours
 Define, Identify and evaluate main fire risks at workplace
 Identify the classes of fire, fire extinguishers and fire fighting equipment’s
 Explain basic principles of fire prevention
 Outline the requirements for an adequate and appropriate means of escape for
a simple workplace.
 Identify the hazards associated with the use of electricity at the workplace
 Describe the control measures that should be taken when working with
electrical systems or using electrical equipment.
 Brainstorming
 Individual exercise
 Group work
Tools
 Markers
 Flip charts
 Papers/cards
3.5.2.1. Fire Hazards
Time: 2 hours
 Define and Identify main fire risks at workplace
 Identify the classes of fire and appropriate Identify the fire extinguishers or fire
fighting equipment’s
 Explain basic principles of fire prevention
 Identify the hazards associated with the use of electricity at the workplace
 Describe the control measures that should be taken when working with
electrical systems or using electrical equipment.
UoG_Wv 114
Content
 Introduction
 Definition of terms
 Classes of fire and extinguisher
 Hazards associated with electricity
 Safe use of electricity at work place
 Brainstorming
 Individual exercise
 Group work
Tools
 Markers
 Flip charts
 Papers/cards
Fire is a manifestation of uncontrolled combustion. It involves combustible materials,

which are found around us in the buildings in which we live, work and play, as well as a
wide range of gases, liquids and solids, which are encountered in industry and
commerce. In the United Kingdom, fire brigades attend more than 40 000 fires in
workplaces every year. These fires kill more than 30 people per year and injure almost
3000 people. In addition, insurance claims for fire damage in workplaces amount to an
average of £10 million per week. Fire kills, injures and causes damage to property, and
it can also have significant effects upon the future of companies.
Therefore, the prevention of fire can play an important role in the continuing viability of
an organization. The general powers of fire authorities to fight fires are contained in the
Fire and Rescue Services Act, which requires the fire brigade to operate in an efficient
and organized manner, to ensure there is an adequate supply of water for fighting fires
and gives them the right of entry to buildings if a fire is suspected.
UoG_Wv 115
Brainstorming
Individual Exercise:
 Ask the participants to reflect on Fire is:
Fast
Hot
Dark
Deadly
 Duration: 30 minute
Summarize the exercise with the following definition.
Fire is FAST
 In less than 30 seconds, a small flame can get completely out of control and turn
into a major fire.
 It only takes minutes for thick black smoke to fill a house.
 In minutes, a house can be engulfed in flames.
 Most fires occur in the home when people are asleep.
 If you wake up to a fire, you won't have time to grab valuables because fire
spreads too quickly and the smoke is too thick.
 There is only time to escape.
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Fire is HOT
 Heat is more threatening than flames.
 A fire's heat alone can kill.
 Room temperatures in a fire can be 100 degrees at floor level and rise to 600
degrees at eye level.
 Inhaling this super-hot air will scorch your lungs.
 This heat can melt clothes to your skin.
 In five minutes a room can get so hot that everything in it ignites at once: this is
called flashover.
Fire is DARK
 Fire isn't bright, it's pitch black.
 Fire starts bright, but quickly produces black smoke and complete darkness.
 If you wake up to a fire you may be blinded, disoriented and unable to find your
way around the home you've lived in for years.
Fire is DEADLY
 Smoke and toxic gases kill more people than flames do.
 Fire uses up the oxygen you need and produces smoke and poisonous gases that
kill.
 Breathing even small amounts of smoke and toxic gases can make you drowsy,
disoriented and short of breath.
 The odorless, colorless fumes can lull you into a deep sleep before the flames
reach your door.
 You may not wake up in time to escape
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What Is the TRIANGLE Of FIRE?

Participants' Activity: Triangle of Fire
o Ask participants to write down on pieces of paper or cards the meaning

of triangle of fire and to draw the triangle of fire
o Then ask them to hand over their piece of paper or card to the person
to their right.
o Ask each participant to read out what they have on the card or paper
and then comment on it.
o Let the whole group respond and move onto the next person in any
order until all have had their turn.
o Duration: 30 minute for discussion
o Method: individual and Group discussion
o Summarize using facilitator note
 Fire requires three variables to initiate
 Fuel,
 Oxygen
 Heat
 Three components are required for a fire to occur; these are a combustible material
(fuel), sufficiently high temperature (heat), and supply of oxygen.
 These three elements described as ‘The triangle of fire’ and if the three elements are
allowed to come together, there is the potential for a fire to occur.
 Fires are generally controlled by eliminating one side of the fire triangle; that is, if
you remove the fuel, heat, or oxygen, you can prevent or extinguish a fire.
UoG_Wv 118
Figure 19: The fire triangle

Group Activity:
Divide participants in to manageable groups and ask them to list down the
sources of ignition for fire, types of fuel existed at their work place on flipchart.
Participant Activity:
List and discuss the sources of ignition for fire existed at your work place
List and discuss the types of fuel existed at your work places
Summarize with the brief presentation
Heat/sources of Ignition
Workplaces have many sources of ignition, some of which are obvious but others may
be hidden inside the machines.
The following are potential sources of ignition in the typical workplace:
 Naked flames: from smoking materials, cooking appliances, heating appliances
and process equipment
 External sparks: from grinding metals, welding, impact tools, and electrical switch
gear.
 Internal sparking: from electrical equipment (faulty and normal), machinery, and
lighting.
UoG_Wv 119
 Hot surfaces: from lighting, cooking, heating appliances, process equipment,

badly lubricated equipment and drive belts.
I. Fuel
Fuels take on a wide variety of characteristics i.e. solid, liquid, or even a vapor;
 Solids: wood, paper, cardboard, wrapping materials, plastics, rubber, foam, textiles
(e.g. furnishings and clothing), wall paper, hardboard and chipboard used as
building materials, waste materials (e.g. wood shavings, dust, paper), hair etc.
 Liquids: paint, varnish, thinners, adhesives, petrol, paraffin, toluene, acetone and
other chemicals. Most flammable liquids give off vapors and flash flame or
explosion can occur if the vapor catches fire in the correct concentrations of vapour
and air.
 Gases: flammable gases include LPG (liquefied petroleum gas in cylinders, usually
butane or propane), acetylene (used for welding) and hydrogen;
II. Oxygen
The oxygen side of the fire triangle refers to the oxygen content of the surrounding air.
Ordinarily a minimum concentration of 15 percent oxygen in the air is needed to support
flaming combustion;
 Classification of Fire
III. Individual Activity:
 Assign participants in to manageable groups
 Ask the participants knowledge on the classifications
of fire and fire extinguisher
Participants Activity:
 List the classes of fire and fire extinguishing you
now.
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Facilitate plenary discussion and conclude with the following points.
Based on fuel and the means of extinguishing:
 Class A: Fires which involve solid materials such as wood, paper, cardboard,
textiles, furniture and plastics where there are normally glowing embers during
combustion
 Extinguished by cooling, this can be achieved using water.
 Class B: Fires which involve liquids or liquefied solids such as paints, oils or fats
and can be further subdivided into:
o Class B1: fires which involve liquids that is soluble in water like methanol.
 These can be extinguished by carbon dioxide, dry powder, water spray, light
water and vaporizing liquids.
o Class B2: fires which involve liquids not soluble in water, such as petrol and oil.
 Can be extinguished by using foam, carbon dioxide, dry powder, light water
and vaporizing liquid.
 Class C: Fires which involve gases such as natural gas or liquefied gases such as
butane or propane/
 Can be extinguished using foam or dry powder in conjunction with water to
cool any containers involved or nearby.
 Class D:-Fires which involve metals such as almunium or magnesium.
 Special dry powder extinguishers are required to extinguish these fires, which
may contain powdered graphite or talc.
 Class E: Fires which involve high-temperature i.e. from cooking oils or fats in large
catering establishments or restaurants.
 Electrical Fires: Fires involving electrical equipment or circuitry do not constitute a
fire class on their own, but there are some pieces of equipment that can store, within
capacitors, lethal voltages even when isolated.
o Extinguishers specifically designed for electrical use like carbon dioxide or dry
powder units should always be used for this type of fire hazard.
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Fire fighting equipment and with respective bands
 Discussion
What Points
type of fire fighting equipment available in your work
place? And List them
The primary purpose of fire extinguishers is to tackle fires at a very early stage to
enable people to make their escape and controlling larger fires is the role of the fire
fighters team. Fire extinguishers are all red cylinder with 5% of the area covered with
the color code (band) on which class of fire should that specific extinguisher be used.
a. Water Extinguishers (red band)
This type of extinguisher can only be used on Class A fires and is not suitable for use
on live electrical equipment, liquid or metal fires.
b. Water Extinguishers with additives (red band)
Suitable for Class A and Class B fires and will be indicated on the extinguisher and they
are generally more efficient than conventional water extinguishers.
c. Foam Extinguishers (cream band)
This can be use for Class A and Class B fires and is particularly suited to extinguishing
liquid fires such as petrol and diesel. It should not be used on free flowing liquid fires as
it can rapidly spread the fire to the nearby material unless the operator is specially
trained.
d. Powder Extinguishers (blue band)
This extinguisher is used on most classes of fire and achieve a good control of the fire
including electrical equipment but will make that equipment useless. Since it can’t cool
the fire properly, hence can re-ignite and should not be used on metal fires. It has
limitation as it can create loss of visibility and can affect people with breathing problems
and are not suitable for confined spaces.
e. Carbon dioxide extinguishers (black band)
Especially suitable for electrical equipment as they will extinguish without causing any
further damage but should not be used on metal fires and with electronics.
UoG_Wv 122
f. Wet chemical- Class ‘ E ’ extinguishers
Particularly suitable for deep-fat fryers. The intense heat in the fluid generated by fat
fires means that when standard foam or carbon dioxide extinguishers stop discharging,
re-ignition tends to occur.
 Fire extinguishers should be sited on exit routes, preferably near to exit doors or
where they are provided for specific risks, near to the hazards they protect.
 Notices indicating the location of the fire fighting equipment should be displayed in
the workplace at a visible place.
Figure 20: Types of fire extinguishers and Labels.

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Fixed Fire Fighting Equipment Installations
Figure 21: Various freighting equipment – water extinguisher, fire blanket and hose reel
o Sprinkler installations has benefits such as a reduction in the amount of portable fire
fighting equipment and it should consist water supply (preferably a stored water
supply incorporating tanks), pumps, pipe work and sprinkler heads.
o The installation should be designed by taking into account the storage height,
storage layout, ceiling clearance and sprinkler type (sprinkler orifice and sensitivity).
o All equipment provided to assist the control and escape from the premises i.e. fire
detection and warning systems, emergency lighting, equipment provided to assist
fire fighting should be regularly checked and maintained.
 Fire Emergency Plans
An emergency plan should include the action to be taken by staff in the event of fire, the
evacuation procedure and the arrangements for calling the fire and rescue team and
authority. In small enterprises, this can be the form of simple notice posted in positions
where staff can read it and become familiar.
 Fire routines and fire notices
Routine procedures or action to be taken in case of fire with responsible persons should
be posted throughout the premises. There are a number of basic components which
should be considered when designing any fire routine procedures:
o Action to be taken on discovering a fire;
o Method of operating the fire alarm;
o Arrangements for calling the fire brigade;
UoG_Wv 124
o Stopping of machinery and plant;
o First-stage fire-fighting by employees;
o Evacuation of the premises;
o Assembly of staff, customers and visitors, and carrying out a roll call to account
for everyone on the premises etc.
 Fire notices
o Briefly and clearly allocate specific duties for staffs and printed instructions for
the action to be taken in the event of fire should be displayed throughout the
premises.
o Instruction for the immediate calling of the fire brigade in case of fire should be
displayed at telephone switchboards and security lodges.
 Testing
The alarm system should be tested regularly while the premises are in normal use.
 Fire drills
Once a fire fighting system is established, it must be tested at regular intervals (at least
twice a year) in order to ensure that all staff including shift workers and part-time
employees are familiar with the action to be taken in an emergency.
Fire Protection in Building
 Means of Escape in Case of Fire

It is essential to arrange means of escape for people to exit quickly from a workplace
whenever there is a fire. Normally the entrances and exits to the workplace will provide
escape routes.
 Doors
Doors should be opened in the direction of travel, such as:
o Doors from a high-risk area, such as a paint spraying
o Room or large kitchen;
o Doors that may be used by more than 50 persons;
o Some sliding doors may be suitable for escape purposes provided that it slide
easily and are marked with the direction of opening.
 Escape Routes
Escape routes should meet the following criteria:
UoG_Wv 125
o Escape routes need to have more than direction when two or more are escaping to
places of safety.
o Escape routes should be short and lead people directly to a place of safety.
o It should be possible to reach the safety area without returning to the fire.
o Escape routes should be wide enough for the volume of people using them.
o If the escape routes are likely to be used by people in wheelchairs, the minimum
width will need to be 800 mm.
o It must be possible to open all doors easily and immediately from the inside, without
using a key or similar device while the workplace is in use.
o Fire doors should be self-closing.
o Make sure that there are no obstructions on escape routes, especially on corridors
and stairways.
o Escape routes must be well illuminated. Alternative sources of lighting should be
arranged in case the power fails during a fire.
o If your workplace is small, it is enough to provide the staff with torches.
o Exit signs on doors should be provided where they will help people to find a safe
escape route.
Figure 22: Fire exit sign

Escape times
Everyone in the building should be able to get to the nearest place of safety in between
2 and 3 minutes. This means that escape routes should be kept short. Where there is
only one means of escape, or where the risk of fire is high, people should be able to
reach a place of safety by using more than one route, in 1 minute.
UoG_Wv 126
3.5.2.2. Electrical Hazard
Over 25% of fires are caused by electrical malfunction. Electricity is a widely used,
efficient and convenient, but potentially hazardous method of transmitting and using
energy. It is in use in every factory, workshop, laboratory and office. Any use of
electricity has the potential to be very hazardous with possibly fatal results. Electricity
has long been recognized as a serious workplace hazard, exposing employees to
electrical shock; which can result in electrocution, serious burns, or falls that result in
additional injuries or even death. It is often referred to as a “silent killer” because it
cannot be tasted, seen, heard, or smelled. Studies reported that approximately 8% of all
fatalities at work are caused by electric shocks. The majorities of the fatalities occur in
the agriculture, extractive and utility supply and service industries, whereas the majority
of other accidents happen in the manufacturing, construction and service
industries.According to the Bureau of Labor Statistics Census of Fatal Occupational
Injuries Research File for 1992–2005, electrocution is the fifth leading cause of work-
related deaths for 16- to 19-year-olds, after motor vehicle deaths, contact with objects
and equipment, workplace homicide, and falls. Electrocution is the cause of 7% of all
workplace deaths among young workers aged 16 -19, causing an average of 10 deaths
per year.
UoG_Wv 127
Group Activity
What points you considered when
talking about safe use of electricity?
Summarize using summery note
What are the hazards associated with electricity at work places?
Summarize with the following points with brief presentation.

The following dangers are associated with electricity:
Figure 23: Distance between workers and high voltage lines
Keep 18 m clear of high voltage lines

 Shock:
Electric shock is the convulsive reaction by the human body to the flow of electric
current through it A severe shock can cause much more damage to the body than is
visible.
 Internal bleeding and
 Destruction of tissues, nerves, and muscles.
 Ventricular fibrillation (very rapid, ineffective heartbeat) causedeath within a
few minutes.
UoG_Wv 128
 Heart paralysis occurs at 4 amps, means the heart does not pump at all.
 Respiratory paralysis (may be fatal)/respiratory failure
 Muscular contraction (can’t let go)/ muscular spasm
 The final injury may well be from a fall, cuts, burns, or broken bones.
Effect of electric shock and severity of injury depend upon several factors:
 Body resistance (wet or dry skin are major factors of resistance)

 Circuit voltage
 Amount of current flowing through the body
 Current path through the body
 Area of contact
 Duration of contact
 Burns:
The most common shock-related, nonfatal injury is a burn. Burns caused by electricity
are three types: electrical burns, arc burns, and thermal contact burns.
 Electrical burns: Electrical burns are the result of the electric current flowing
through tissues or bone. Tissue damage is caused by the heat
generated by the current flow through the body. Electric burn usually more
severe than those caused by heat, since they can penetrate deep into the
tissues of the body.
 Arc burns: Arc or flash burns, are the result of high temperatures produced by
an electric arc or explosion.
 Thermal contact burns: when the skin comes in contact with hot surfacesof
overheated electric conductors, conduits, or other equipment.
The effect of electric current on the human body depends on its;
 Pathway through the body (e.g. Hand to hand or hand to foot),

 The length of time of the shock and
 The size of the current.
UoG_Wv 129
 Arc eyes:
• From ultraviolet rays when looking at electric arc or welding flash
• Symptoms like conjunctivitis
• Temporary condition lasting three or four days
• Does not affect contact lens

 Fire:
Electricity is one of the most common causes of fires and thermal burns in homes and
workplaces. Over 25% of all fire shave a cause linked to a malfunction of either a piece
of electrical equipment or wiring or both.
 From electrical arc

 Overloading of conductors
 Discharge of static electricity
 Static:
• Caused when two materials are parted, e.g. Web from roller; solvent being
poured from container
• High voltage, low current
• Causes spasm of voluntary muscles and violent body movement when injury
results from hitting equipment not from the static itself.
 What is safe electric use techniques carried out at work place?

Safe use technique at work place
What are the rules for locking off electricity at work place?
Facilitate pair discussion
Conclude with basic Rules for locking-off from the facilitators note:
Individual exercise
What are the precautions should be taken at your work environment?
UoG_Wv 130
Conclude with precautions that should be taken at different point of electric contact:
Supply, Equipment, Plug, Cable, Appliance, Inspection etc.
Facilitator notes on Safe use of Electricity
Electricity is Lethal:
 You can’t see it;
 You can’t smell it;
 If you feel it, it may be too late.
When considering the safe use of electricity a number of terms arise that have particular
meanings. The following are some of related common terms:
 Charged; has acquired an electric charge:
 through being connected to a live conductor
 by electrical induction
 of static electricity
 Dead; carrying no charge, disconnected from all sources of electricity and
connected to earth.
 Earthing; connecting direct to the mass of the earth so as to prevent any charge
building up or being acquired. In earthed circuits the connection from the appliance
to earth must be solid and not pass through any means of breaking the connection,
i.e. switches.
 Excess current protection; means to prevent a circuit or appliance being subjected
to a current beyond its capacity, usually either a fuse or circuit-breaker set to operate
at a predetermined current level
 Double insulation; the provision of two separate layers of insulation between the
live parts and the part being handled. Double insulated appliances do not need to
have an earth connection
 Insulation; the protection provided on a conductor to prevent it making contact with
another conductor, with earth or being touched by a person. The insulation may also
have to provide protection against mechanical damage to the conductor.
UoG_Wv 131
Safe electric use techniques carried out at work place
 All electrical machinery should have isolators with locking-off facilities.
 Before starting any maintenance, repair or other work that requires access into
the machinery the isolator must be locked-off by padlock and identifying tag
attached.
 Each padlock should have only one key. There should be no dupli-cates or
master keys.
 Only the person who attached the padlock may remove it. Arrangements may
need to be made to transfer padlocks (or keys) at shift change-overs.
 If more than one person is working on the equipment, multi-padlock hasps should
be used and each person attach their own padlock.
 On major maintenance a single padlock can be used for a gang, in which case
the supervisor/foreman carries the responsibility for the safety of the whole gang
and for ensuring they are all clear of the equipment before removing the padlock.
 Before removing the last padlock on completion of the work, the equipment must
be checked to ensure all tools have been removed, guards replaced and the
equipment is safe to operate.
 Padlocks should either be issued on a personal basis or kept centrally and
signed for at each use.
 Loss of padlock keys should be reported to the supervisor and manager before
the padlock is removed forcibly.
 In an emergency, if the ‘owner’ of a padlock is not available, the authority of a
responsible manager should be obtained before a padlock is removed.
 Any employee leaving a padlock on an isolator unnecessarily at the end of a shift
should be brought back to work to remove it.
 Breach of these rules should be subject to disciplinary action.
 Precautions that should be taken at different point of electric contact:
 Equipment/Appliance be either:
o Earthed or
o Double-insulated
UoG_Wv 132
 Appliance should be;

o In good condition and repair
o Properly wired
o Suitable for the supply voltage
o The sheath of the supply cable securely clamp
o Properly earthed unless double-insulated
 Equipment Safety
o Use gloves and appropriate footwear
o Store in dry place when not using
o Don’t use in wet/damp conditions
o Ensure not a tripping hazard
o Don’t carry a tool by the cord
o Don’t pull the cord to disconnect it
o Keep cords away from heat, oil, & sharp edges
o Disconnect when not in use and when changing accessories
o Remove damaged tools from use
 Plug:
o Suitable for the supply outlet
o Properly wired including clamping of the cable sheath
o The earth wire should have plenty of slack in the plug so it is the last
o Fitted with the correct fuse
 Cable:
o Of suitable capacity for the appliance, both voltage and current
o Of flexible type
o In good condition without any damage to the sheath
o Have earth conductor except in case of double-insulated equipment
o Inspected regularly
 Factors which affect the selection of suitable electrical equipment;
o Intended use of the circuit system
o Building materials
o Size and distribution of electrical load
UoG_Wv 133
o Location of equipment (such as underground burial)
o Presence of corrosives
o Temperature extremes
o Flammable, explosive and damp atmospheres
 Cords can be damaged by:
o Aging
o Door or window edges
o Staples or fastenings
o Abrasion from adjacent materials
o Activity in the area Improper use can cause shocks, burns or fire
 Inspection:
o All portable powered equipment (plug, cable and appliance) must be
inspected regularly and have suitable dated tag attached.
• The following visual check and associated questions should be asked:
o Are any bare wires visible?
o Is the cable covering undamaged and free from cuts and abrasions?
o Is the cable too long or too short? (Does it present a trip hazard?)
o Is the plug in good condition (?
o Are there no taped or other non-standard joints in the cable?
o Are there any overheating or burn marks on the plug, cable, sockets or the
equipment?
 Records of inspection and testing
o Inspection Schedules
o Inspection findings and the work done during maintenance must be kept
together with records of the.
UoG_Wv 134
3.5.3. Psychosocial Hazards
Time: 3 hours
o Identify work-related stress causing conditions
o Detect when stress is manifested by people at work
o Identify effect of stress on the worker and on the organization
o Apply and contribute for work-related stress management approaches
Training approaches:
o Group and individual exercises for stress management
o Cross-over
o Role play
Materials required:
o Presentation slide
UoG_Wv 135
Introduction
Psychosocial risks with issues such as work-related stress and workplace violence are
widely recognized challenges to occupational health and safety.
Activity #1 Small group discussion

Discussion points:
 What is stress for you?
 What kind of signs does a person with stress shows?
Method
Use Cross-over
Time: 30 minutes
Instructions:
the flip charts
present
Summary notes:
The International Labor Organization define psychosocial hazards in terms of the
interactions among job content, work organization and management, and other
environmental and organizational conditions, on the one hand, and the employees'
competencies and needs on the other.
Work-related stress is determined by work organization, work design and labour
relations and occurs when the demands of the job do not match the capabilities,
resources, or needs of the worker, or when the knowledge or abilities of an individual
worker or group to cope are not matched with the expectations of the organizational
culture of an enterprise; hence, coping means balancing the demands and pressures
placed on you with your skills and knowledge. The following risk factors have been
identified as being associated with work-related stress related ill health;
UoG_Wv 136
 Work demands
 Low levels of control
 Poor support from supervisors and/ or co-workers
 Lack of role clarity
 Poorly managed relationships
 Low levels of recognition and reward
 Poorly managed change
 Job insecurity
 Violence and harassment
 Give a brief description about these points with examples for each and initiate
participants to express their idea about these points.
 Discussion points (Brain storming)
 What is your experience in relation to occupational stress?
 Which causes of occupational stress are available in your organization?
Give a chance for three participants to express their thought as initial overview and
continue with presentation.
Activity # 2
Discussion points:
 How do you react (behavioral, physiological & emotional) to stress?
 Discuss the impacts of work related stress (on workers, organizations and
country?
Method
Use Gallery Method and Role play
Time: 30 minutes
Instructions:
on the flip charts
minutes
 Step 5: Let the participants come back and raise their questions and concern to
respective group
UoG_Wv 137
Impact of Work Related Stress
i. Effect on workers
Work-related stress may lead to varying health problems affecting physiological and
psychological health, as well as the worker's cognition and behaviors. Stress reactions
will result when there is a perceived imbalance between demands and environmental or
personal resources.
ii. Impact of Stress on the Organization
The impact of work-related stress on workplace productivity and the broader economy is
considerable as it can severely affect workers’ achievement with respect to efficiency
and accuracy. Work-related stress may affect corporate performance due to costs
associated with;
 Increased absenteeism and staff turnover
 Poor competitiveness and public image of the enterprise
 Reduced motivation, satisfaction and commitment
 Greater rate of staff turnover
 Reduced performance and productivity
 Increased unsafe working practices and accident rates
 Increased complaints from clients/customers
 Replacement of absent workers
 Training of new workers etc.
 Discussion Points (Small group discussion)
 Pose the following questions by dividing participants in to manageable size;
o How can we assess the work related stress in the organization?
o How can we manage work related stress in the organization?
 Let then to present their thought on a flipchart and
Make a conclusion with the following summary points;
 Work Related Stress Management
Work stress can be effectively managed by applying a risk management approach. Risk
management is essentially a problem solving approach to health and safety and
provides a vehicle for the continuous improvement of work and working conditions and
UoG_Wv 138
then to the health of workers. Assessing the risks of work-related is very vital to identify
the problem, characterize the effect of work related stress (where, whom and how) and
know how can the stress problem can be solved also finally needs to be documented for
future review and improvement actions.
Activity # 5
Discussion points:
 Is stress good or bad for you?
Method
Use Decision line
Time: 30 minutes
Instructions:
Participants are asked to physically move an stand on a line that represents a continuum
from stress is good to stress is bad. Participants then have to explain why they choose to
stand at a particular point on the line.
Summary notes
No stress at all would mean a boring life for us. However, too much stress can exhaust
us. We need to find a balance between performance and demands; an optimal
performance level. Such a balance is needed in a good psychosocial work environment.
Figure 24: The relationship between performance and demands; a “stress” curve.
UoG_Wv 139
Part IV: Occupational Health and Safety Program at Organizational Level
Time: 3 hours
o Understand basic elements for best OSH service at small scale enterprise
o Exercise occupational risk assessment at enterprise level.
o Identify the responsibilities of different actors to improve health and safety at
workplace for individual and collective.
Content
 Key Elements for best OSH service at small scale enterprise
 Risk Assessment
 Workers Participation
 Case Study
 Group activity
Materials required:
 Presentation slides
 Flip chart and marker
 Group and individual activity guide and checklists
 Sample templates
 Rolled Rope
 Occupational Safety and Health Program

Time: 1 hr
Introductory Presentation on the Session
Occupational Health and safety Management; is integrated set of organizational
elements involved in the continuous cycle of planning, implementation, evaluation, and
continual improvement, directed toward the reduction of occupational hazards, risks and
associated effects in the workplace. In most cases, this is applied for well-organized
UoG_Wv 140
management system and difficult to achieve its objective in MSSEs due to the
difference in work elements and organization to lead and implement.
Strong management commitment from the top is very crucial for the establishment of
OSH program in any organization where the line management is responsible and
accountable for the implementation of the OSH services. A health and safety program at
workplace should not be seen as a one-time effort; it is a continuous, on-going
approach for optimizing the work environment so as to promote and protect worker’s.
Effective OSH program can be reflected through good management commitment and
employee involvement and it should include the following three basic elements; such as
well written and officially approved policy, procedure and responsibility are basic.
i. Policy
Effective safety and health management requires the development of a comprehensive
policy that meets not only national and international standards but also contributes for
the overall business performance of organizations.
Pair Work
 Encourage participants to mention some best characteristics for OSH Policy at
enterprise level.
A Health and Safety policy should be:
• Set by employers with workers and their representatives
• Specific to the organization
• Concise: clearly written, dated and made effective by the
• Communicated and accessible to all workers and external parties
• Reviewed for continuous improvement
Key Note: the following are the minimum OSH policy content requirements to be
reflected in the policy statement;
o Principles and objectives to which the organization is committed;
o Protect the safety and health of all members;
o Comply to the national laws and regulations on OSH; and
o Ensure workers participation in all elements of the OSH-MS.
UoG_Wv 141
ii. Procedures
• Development of appropriate internal policy/guideline
• Regular inspection of premises, machinery, tools, equipment, and work practices
• Appropriate written instructions for workers
• Investigation of incidents in order to take action to prevent similar incidents
• Recording system and recording formats
• Instruction and supervision program of workers
• Assigning responsible person for each program
• Implementation of control strategies
• Training and/or education procedure
• For New staffs
• For existing staffs as refreshment or about new materials/procedures
• For visitors/customers etc.
• Registration and Reporting System
• Periodic management meetings to discuss about health & safety
• Emergency conditions, prevention, preparedness and response procedures
The following are the key actions best strategies to establish an emergency prevention
preparedness and response system and procedure:
• Identify the potential for accidents and emergency situations
• Ensure the presence of internal communication and coordination in the event of
an emergency
• Address first-aid and close medical assistance
• Ensure fire fighting system and means evacuation
• Information and training to members of the organization at all levels and regular
exercises of the procedures
• Cooperation with external emergency services
One of the minimum exercise as a procedure to run a health and safety program in at
enterprises of any level is to run regular occupational risk assessment.
UoG_Wv 142
 Risk Assessment
Time: 2 hours
Initiate the session with brainstorming question to assess participants understanding
about occupational risk assessment.
This session will be facilitated through intensive group activities to equip trainees with
basic skills of risk assessment process.
Brief Presentation
Risk Analysis is a systematic way of gathering, recording, and evaluating information
that can lead to recommendations for decision or action in response to an identified
hazard. It consists of three tasks: risk assessment (Science and evidence), risk
management (Policy, preferences and values), and risk communication (Interactive
exchange of information, opinions, and preferences concerning Risks).
Risk assessment is an important step in protecting workers and business, as well as
complying with the law. It is a careful examination of what, in your work, could cause
harm to people, so that you can weigh up whether you have taken enough precautions
or should do more to prevent harm.
How to Assess Risks in Your Workplace
Brainstorming to initiate participant’s engagement in risk assessment process;
 What is Hazard?
 What is Risk?
 Hazard: is anything that may cause harm, such as chemicals, electricity, working
from ladders, an open drawer etc.
 Risk: is the chance, high or low, that somebody could be harmed by the hazard,
together with an indication of how serious the harm could be.
What is risk assessment and its key elements?
Brief Presentation
The following are the five steps in risk assessment process:
 Step 1: Identify the hazards;
 Step 2: Decide who might be harmed and how;
 Step 3: Evaluate the risks and decide on precautions;
UoG_Wv 143
 Step 4: Record your findings and implement them;

 Step 5: Review your assessment and update;
When the enterprise is small, the risk assessment can be conducted by the owner; no
need to be a health and safety expert; but if you are not confident, get help from
someone who is competent.
Step 1: Hazard Identification
This can be performed with either of the following means:
 Walk around and observe
 Ask workers
 Refer accident and injury registration and reports
 Refer manufacturers’ instruction or safety data sheets
 Remember about the long term effects of any hazard available in the workplace.
Table 8: Severity of Harm
Severity Property Impact on Brand

of Harm Damage of Organizations Damage to Human Life
1 Very Low Very Low Very low health impact, don’t affect
working capacity or don’t cause disability
i.e. Non-toxic dusts
2 Minimum Limited Impact Very low health impact, can cause
Damage reversible health effect, i.e. irritant
chemicals, food poisoning etc.
3 Minimum Significant Impact Serious health impact, not killer but can
Damage cause irreversible impact on the body or
health, like Noise, wrong manual handling
practice, cut, burn etc.
4 Sever National Impact Can cause 1-3 person or cause
Damage permanent disability
5 Serious International Can kill many people even at once or
Damage Impact cause cancer on many people i.e.
radioactive substances
UoG_Wv 144
 Group Exercise:
 Assign participants in to manageable size and give instruction.
 Identify available hazards in specific department/session of a company and assign
severity level.
 Write the lists with flip chart and post.
 Facilitate panel discussion to enrich the lists with possible/available hazards and
write it with a different colour.
 Conclude to what extent they were able to identify hazards and a risk assessment
shouldn’t miss even a minor hazard.
Step 2: Decide who might be harmed and how
Introductory Note
 It is necessary to be clear about who might be harmed; it will help you identify the
best way of managing the risk.
 For each hazard identified, remember to identify how they might be harmed, i.e.
what type of injury or ill health might occur. E.g. a person working on a task that
involve repeated lifting task may suffer from back injury.
 Characterize which workers are affected by what type of hazard and how. Make
sure workers who have particular requirements that might be at risk are
addressed:
o Young workers
o Female workers
o Employees with disability
o New employees
o Older workers
Extra thinking is required for some hazards and workers i.e. cleaners, visitors,
contractors, maintenance workers who may not be in the workplace all the time like
members of the public.
Group Exercise:
 Use the previous group to identify hazards and for the previously identified
hazards, decide who might be affected and how.
UoG_Wv 145
 Let the group to present their discussion point with a representative.

 Conclude the discussion referring the previous sessions on occupational hazards
and associated effects.
Step 3: Evaluate the risks and decide on precautions
 First look at what your organization is already doing;
 Think about what controls you have in place and how the work is organized;
 Then compare this with the good practice;
 Evaluate if there is more you should be doing to bring yourself up to standard;
 When controlling risk apply the principles of hierarchical hazard control
strategies;
Make sure your action involve workers, so that you can be sure that what you propose
to do will work in practice and won’t introduce any new hazards;
 Group Exercise:
Continue the discussion with the previously assigned group to discuss on the available
control measures implemented in that specific organization and check to suggest if
there is more to be done.
 Use the following risk matrix for the discussion and exercise.
Table 9: Risk Assessment Matrix
Chance of Occurrence
Never Never Happened Repeatedly Repeatedly

Hazard Happened in Happened in in the happened in happened in
Level the World (1) the Organizat the your
organization (2) ion (3) organization department
(4) (5)
3
4
UoG_Wv 146
Key:
Low Medium High
Follow up to Action to Immediate alternative

maintain minimize risks action required
Step 4: Record findings and implement them

Key Note
 When writing down your results, keep it simple. When you have fewer than five
employees you do not have to write anything down, though it is useful so that you
can review it at a later date.
 Whenever there are many things to be improved that you could make, big and
small, don’t try to do everything at once. Make a plan of action to deal with the
most important things first.
 Assign a deadline and responsible person for the planned action to control
hazards.
 Check if the implemented solutions are according to the plan.
Step 5: Review the risk assessment and update
Key Note
You might bring new equipment, substances and procedures that could lead workers to
new hazard, hence need to review actions in a continuous base.
Review the risk assessment again, where necessary amend it; check:
 Are there any changes?
 Are there still improvements need to make?
 Have your workers identified workplace problems?
 Have there been any learning from accidents or near misses?
 Make sure the risk assessment stays up to date.
Group exercise
Continue the discussion with the previously assigned group to discuss on prioritizing the
risk using the risk matrix and finalize your risk assessment. Let the participants present
with risk assessment format.
UoG_Wv 147
iii. Responsibilities
Everybody in the workplace is responsible for the reduction of work related health
problems whatever the position that he/she is assigned for. Every individual in the
organization should understand their responsibility for Health and Safety objectives and
activities; hence, employee involvement is very important.
 Group Exercise on workers Participation
 Start the session by an exercise called “Safety Network”.
 Material needed: roll of rope/string
 Facilitate the exercise that can take 10-15mints.
 Conclude the exercise by giving emphasis how the participation of workers at all
level will help to function the OSH-MS effectively with all its benefits.
 Conclude the session with the following summery presentation
There are two broad workers participations approach in health and safety;
 Indirect representation: through representatives of workers; traditional
approach;
• Safety committee
• Labour Union
 Direct participation: an alternative active approaches;
• Individual worker consultation
• Team of individuals
 Case study
 Divide participants into smaller group and let them to read the case.
 Once they finish reading, facilitate plenary discussion on the key OSH issue that has
been implemented and its outcome.
 Give emphasis on what key strategy was implemented as a value for workers
participation.
Summary: Strong leadership commitment with full participation of workers is very

important for the establishment of OSH-MS in the organization.
UoG_Wv 148
References
1. CDC National Institute of Occupational Health (NIOSH); http://www.cdc.gov/niosh/
2. Decent Work Country Program for Ethiopia (2014-2015)
3. Ethiopian Labor Proclamation 377/2003
4. European Agency for Safety and Health at Work; https://osha.europa.eu/en
5. Federal Democratic Republic of Ethiopian Constitution 1995
6. Fire Hazards in Industry by Norman Thomson, 2002
7. Global Occupational Health Fundamentals of Industrial Hygiene 5th Edition,2002
8. Health and Safety Executives of the UK; http://www.hse.gov.uk
9. Health and Safety in brief, Fourth Edition by John Ridley, 2008
10. http://www.ryerson.ca/cehsm/about/policies.htmlGlobal Strategy on Occupational Safety and
Health Conclusions adopted by the International Labor Conference at its 91st Session,
2003.
11. ILO convections ratified by Ethiopian Government.
12. International Labor Conference 98th Session, 2009.
13. International Labor Organization (ILO); http://www.ilo.org.
14. Introduction to Health and Safety at Work Fourth Edition, 2009
15. Introduction Health and Safety At Work, 2011
16. Principle of Occupational Health and Hygiene Frist Edition, 2007
17. Labor Conference 98th Session, 2009.
18. Labor Proclamation 377/2003
19. National Occupational Health and Safety Policy, 2014
20. Occupational Health and Safety Administration (OSHA) of USA; www.osha.gov
21. Occupational Health and Safety Directives, 2008
22. Occupational Health and Safety; Tool kit for small business, government of Alberta,
Employment and Immigration, 2011.
23. Oxford Hand Book of Occupational Health Frist Edition 2007

24. Principle of Occupational Health and Hygiene Frist Edition, 2007
25. Private Organization Employees’ Pension Proclamation No. 715/2011
26. Right to Employment of Persons with Disability Proclamation No. 568/2008
27. World Health Organization (WHO);http://www.who.int/occupational_health
28. Working condition for young and women workers, 2013
UoG_Wv 149
Annexes
Annex I: Pre and Post Test Questions
ToT Training for Stakeholders of Micro and Small Scale Enterprises
Instruction: Answer the following questions accordingly
1. Mention at least two national legal documents in relation to Occupational health and safety;
A. ______________________________________________________
B. ______________________________________________________
C. ______________________________________________________
2. How much is the Occupational exposure limit value for Noise in Ethiopia?
A. 85dBA
B. 90dBA
C. 50dBA
D. 70dBA
3. List down two benefits of good OSH programs for each of the parties (the employers and the
workers);
A. Employers
i. __________________________________________________
ii. __________________________________________________
B. Workers
i. __________________________________________________
ii. __________________________________________________
4. Mention the five steps of risk assessment
A. ______________________________________________________
B. ______________________________________________________
C. ______________________________________________________
D. ______________________________________________________
E. ______________________________________________________
5. What are the elements of OSH management system;
A. _____________________________________________________
B. _____________________________________________________
C. _____________________________________________________
D. _____________________________________________________
E. _____________________________________________________
6. Do you think, a given factory can have its own OSH policy?
A. Yes
B. No
7. Which one of the following isfalse regarding the responsibilities of employees at work place?
A. To follow instructions given by the employer based on the terms of the contract and
work rules
B. To handle with due care all instruments and tools entrusted to him/her for work
UoG_Wv 150
C. To report for work always in fit mental and physical conditions
D. To give all proper aid when an accident occurs threatens life or property in his/her
place of work without endangering his safety and health
E. To provide work in accordance with the contract of employment
8. Which one of the following is true regarding to the responsibilities of employers at work
place?
A. Comply with the occupational health and safety requirements provided under the act
B. Take appropriate steps to ensure that workers are properly instructed and notified
concerning the hazards of their respective occupations
C. Assign safety officer and establish an occupational safety and health committee
D. Provide workers with protective equipment, clothing and other materials
E. Register employment accident and occupational diseases and notify to the labor
inspection
F. All
9. The minimum number of employees required to establish occupational health and safety
committee at enterprise level ________.
A. 10
B. 20
C. 50
D. 100
10. Under the Ethiopian labor proclamation No 377/2003 indicated the minimum number of
employees required to establish trade union at enterprise level is;
A. 10
B. 20
C. 50
D. 100
11. What is the maximum work time permitted for young workers in a day?
A. 6 hour
B. 8 hour
C. 7 hour
D. 2 hour
12. The heat balance mechanisms over a period of time-affected by_____.
A. Work rate
B. Clothing
C. Air temperature
D. Radiant temperature
E. Air Velocity
F. Humidity(moisture)
G. All
13. Chemicals can’t be available in one of the following form:
A. Vapors
B. Gasses
UoG_Wv 151
C. Dusts
D. Fumes
E. Mists
F. Liquids
G. Can be available in all forms of the above
14. Which one is the right strategic order for hierarchal prevention and control measure of
occupational health hazardous in all work places?
A. Elimination; Substitution; Administrative Control; Engineering control; Provision of

personal protective equipment
B. Elimination; Substitution; Engineering control; Provision of personal protective

equipment; Administrative Control
C. Elimination; Engineering control; Administrative Control; Substitution; Provision of

D. Elimination; Provision of personal protective equipment; Administrative Control;

Engineering control; Substitution
E. Elimination; Substitution; Engineering control; Administrative Control; Provision of

15. The main ergonomics risk factors at work places are_________________;
A. Forceful exertions
B. Poorly organized work procedure
C. Awkward postures
D. Repetitive motions
E. Static posture
F. Vibration exposure
G. Pressure points
H. All
16. What is the maximum frequency allowed per minute for a worker to manipulate a task?
A. 2 times
B. 4 times
C. 6 times
D. 10 times
E. 15 times
17. What is the maximum allowable day per week for a young worker to work?
A. 1 day
B. 3 days
C. 6 days
D. 7 days
E. Not fixed
18. Which one of the following indicates the prohibited time for young workers in daily program?
UoG_Wv 152
A. Morning; 08:00am – 12 pm
B. Afternoon; 01:00 pm -05pm
C. Evening; 06:00 pm-12 am
D. Night; 10:00 pm- 06:00 am
E. Night; 12:00 am- 07:00 am
19. Which one of the following is prohibited task for young workers? (More than one choice is
possible)
A. Underground task like mining, quarries etc.
B. Construction task that involve work on scaffolding
C. Road construction
D. Activities linked to electricity installation
E. Engage in illicit activities: selling drugs, sexual activities
F. In sewers and digging tunnels
G. Tasks in transport service that involve heavy weight lifting
H. Metal melting
I. Workplaces where there is extreme temperature (Hot and Cold)
J. With toxic chemicals and pesticides
K. Fishing task
L. Manual handling materials combined with different risky condition for them like
repetitive task, heavy for them, with falling hazard due to rough or slippery floor, on
elevated working surface etc.
20. Circle the condition at which a young worker should never be forced to work; (More than one
choice is possible)
A. Work overtime (>7hr per day)
B. Night work (from 10pm to 06 am)
C. Work for him/herself or his/her family/relatives
D. Work when you are sick or injured
E. Perform hazardous tasks without protection
F. Work on weekly rest day
G. Work on public holidays
H. Perform tasks that are not part of the job you agreed to do
I. Take drugs, alcohol or other illegal substances
J. Engage in illicit activities: selling drugs, arms, etc.
K. Have sexual activity with him/ herself, friends, relatives or others
UoG_Wv 153
Annex II: Description of working sectors with a focus for the training manual
Table 10: Description of working sectors with a focus for the training manual
Classification Specific Working Sectors

Agriculture, hunting, Farming work, Animal fattening, Khat farming, diary,
forestry and fishing irrigation, Fishing, and sheepherding.
Mining and quarrying Stone crusher, sand collection, Quarrying, digging, and
Mining (gold and silver production)
Manufacturing Wood and metal work (Home and office furniture work),
Metal work (Garage and welding), Edible oil factory, textile,
garment and/or weaving and Milling
Electricity, gas and water Electric cocking equipment work and/or maintenance, Car oil,
Water pumping,
Construction Construction (Finishing work, basement work, supper
structure, Road construction)
Whole sale, retail trade, Selling shop/ retailer/ open market, Kiosk, Hotel and
restaurants and hotel restaurant and cafeteria (waiter, cocking, casher), Wholesale,
Insecticide shop, Local beer and animal drug pharmacy.
Transport, storage and Transport (Cart, bus station work, assistant driver)
communication Metal store (metal, coffee, grain, loading and unloading)
Financing, insurance,
Bank and Insurance company (cleaner, messenger etc.)
real estate and banking
Community, social and Domestic workers, Car wash, Copy house, Barber,
personal services Shoeshine, Gomista work (personal service)
UoG_Wv 154
Annex III: BINGO Safety Awareness Game
Instructions
1. Review the questions in the boxes

2. Review the answers on the next page
3. Match the best answer to each question, putting the answer no. in the box
4. To win the game, complete 5 boxes in one column or one row or one diagonal
5. When you think that you have completed a column, row or diagonal correctly stand
up and yell, “Bingo!”.
BINGO! Column 1 Column 2 Column 3 Column 4
Personal
Protective
Row 1 Hazard Accident Hazard equipment
Elimination
Engineering Administrative
Control control
Strategy Psychosocial Proclamation Strategy
Hazard 377/1996
Row 2
Universal Substitution Reasonable Hazards due to

Design Approach Accommodation poor
Ergonomics
Row 3
Physical Biological Proclamation No. Chemical

Hazards Hazards 568/2008 Hazards
Row 4
UoG_Wv 155
University of Gondar and World Vision-Ethiopia
BINGO Safety Awareness Game
ANSWERS
1. Anything that has the potential to cause harm.

2. Extreme Temperature, Noise, Vibration, Radiation, Lighting.
3. Substances that can be used to facilitate the process and can be found in the form of
Gases, Vapor, Solvents, Mist etc.
4. Virus, Bacteria, Molds, Animal bites etc.
5. Mismatch/unfit condition at work, Repetitive movement, frequent lifting, improperly
adjusted workstations, heavy load etc.
6. Poor communication, poor support, mismatch of demand and capacity, bullying,
harassment at work etc.
7. Provides VAT tax exemption for companies having 60% of their work force consisting or
persons with disabilities
8. The last hazard control strategy.
9. Method to ensure equal access and use by everyone of buildings, facilities,
equipment/materials, household utensils - virtually everything
10. Necessary and appropriate modifications and adjustments to ensure the inclusion and
participation of persons with disabilities in all scopes of social life.
11. Unforeseen, uncontrolled, undesirable and sudden mishap which may result in minor or
major injuries or death of the person involved, loss of property, interruptions in activities
or functions in industry.
12. Measures taken to prevent or minimize hazard Exposure through the application of
controls such as improved ventilation, noise reduction techniques, chemical substitution,
equipment and facility modifications.
13. Governs the labor relation between employer and employers.
14. Avoiding the source of hazard.
15. A measure initiated to reduce worker exposure to various stresses in the work
environment. An example is limiting the amount of time an employee can work around
health hazards.
16. Replacing hazardous substances or sources or practices with less hazardous substance,
source and practices.
UoG_Wv 156
BINGO Safety Awareness Game
ANSWER Key
1. Hazard; anything that has the potential to cause harm.

2. Physical hazards; Extreme Temperature, Noise, Vibration, Radiation, Lighting.
3. Chemical hazards; Substances that can be used to facilitate the process and can be
found in the form of Gases, Vapor, Solvents, Mist etc.
4. Biological hazards; Virus, Bacteria, Molds, Animal bites etc.
5. Hazards due to poor Ergonomics; mismatch/unfit condition at work, Repetitive
movement, frequent lifting, improperly adjusted workstations, heavy load etc.
6. Psychosocial hazards; poor communication, poor support, mismatch of demand and
capacity, bullying, harassment at work etc.
7. Proclamation No. 568/2008: Provides VAT tax exemption for companies having 60% of
their work force consisting or persons with disabilities
8. Personal Protective equipment; the last hazard control strategy.
9. Universal Design; Method to ensure equal access and use by everyone of buildings,
facilities, equipment/materials, household utensils - virtually everything
10. Reasonable Accommodation; Necessary and appropriate modifications and
adjustments to ensure the inclusion and participation of persons with disabilities in all
scopes of social life.
11. Accident: Unforeseen, uncontrolled, undesirable and sudden mishap which may result
in minor or major injuries or death of the person involved, loss of property, interruptions
in activities or functions in industry.
12. Engineering Control Strategy; Measures taken to prevent or minimize hazard
Exposure through the application of controls such as improved ventilation, noise
reduction techniques, chemical substitution, equipment and facility modifications.
13. Labor Proclamation 377/1996: governs the labor relation b/n employer and employers.
14. Hazard Elimination; avoiding the source of hazard.
15. Administrative control Strategy; A measure initiated to reduce worker exposure to
various stresses in the work environment. An example is limiting the amount of time an
employee can work around health hazards.
16. Substitution Approach; replacing hazardous substances or sources or practices with
less hazardous substance, source and practices.
UoG_Wv 157
Annex IV: Ergonomic Glossary for Bingo Awareness Game
BINGO MSD Awareness Game
Instructions
1. Review the questions in the boxes
2. Review the answers on the next page
3. Match the best answer to each question, putting the answer no. in the box
4. To win the game, complete 5 boxes in one column or one row or one diagonal
5. When you think that you have completed a column, row or diagonal correctly stand up
and yell, “Bingo!”.
BINGO! Column 1 Column 2 Column 3 Column 4 Column 5
Carpal tunnel Osteoarthritis Constriction Musculoskeletal Nonspecific

syndrome disorders (MSDs) backache
Row 1
Chronic low- Raynaud’s Cubital tunnel Rotator cuff Cumulative

back pain Phenomenon syndrome tendonitis trauma
Row 2 disorders
Degenerative Sprain DeQuervain’s Strain Tendonitis

disc disease Disease
Row 3
Digital Thoracic Epicondylitis Ganglionic cyst Fatigue

neuritis outlet
Row 4 syndrome
Mechanical Tenosynovitis Trigger finger Ulnar nerve

contact stress entrapment
Row 5 BINGO!
UoG_Wv 158
ANSWERS
1. A compression of the median nerve as it passes through the carpal tunnel in the
wrist.
2. General soreness and fatigue of the low back. Pain is usually constant, and it
accompanies most activities.
3. Binding, squeezing, or shrinking blood vessels so that circulation is reduced.
4. Compression of the ulnar nerve as it passes through the notch of the elbow.
5. Injuries and illnesses that generally occur as a result of exposure to repeated

stresses over a period of time. They affect one or more parts of the soft tissues
and bones of the musculoskeletal system and/or nerves and blood vessels
servicing the musculoskeletal system.
6. Wear and tear of the discs that separate the vertebrae of the spine.
7. An inflammation of the tendon and/or its sheath at the base of the thumb.
8. Compression of the nerves along the sides of the fingers or thumbs, resulting in
tingling and numbness.
9. An inflammation of the tendons at the elbow. Also called tennis elbow (lateral or
outside part of the elbow) or golfer’s elbow (medial or inside part of the elbow).
10. A condition that results when the body cannot provide enough energy for the
muscles to perform a task. It results in an incapacity to continue to perform work
at the same rate.
11. Swelling of the tendon sheath due to the buildup of synovial fluid inside the
sheath. The cyst usually causes a bump under the skin.
12. The contact of the body with a hard surface or edge that results in the
compression of tissue. Can also result when using a part of the body as a
hammer or striking instrument.
13. Illnesses and injuries that affect one or more parts of the soft tissue and bones in
the body. The parts of the musculoskeletal system are bones, muscles, tendons,
ligaments, cartilage, and their associated nerves and blood vessels.
14. General soreness and fatigue of the low back.
UoG_Wv 159
15. Most common type of arthritis, especially among older people, sometimes called
degenerative joint disease or “wear-and-tear” arthritis. Unlike other types of
arthritis, it only affects the joints, not internal organs. It causes persistent stiffness
and swelling of the joints.
16. A constriction of the blood vessels in the hands and fingers. Also called “white
finger.”
17. Inflammation of one or more tendons at the shoulder. Also called “pitcher’s
shoulder.”.
18. Overstretching or overexertion of a ligament that results in a tear or rupture of

the ligament.
19. Overstretching or overexertion of a muscle or tendon.
20. Inflammation of the tendon.
21. Inflammation of the sheath around the tendon.
22. Compression of the nerves and blood vessels between the neck and shoulder
often associated with prolonged overhead work.
23. A common term for tendonitis or tenosynovitis that causes painful locking of the
finger(s) while flexing.
24. Compression of the ulnar nerve as it passes through the wrist, often associated
with prolonged flexion and extension of the wrist and pressure on the palm.
25. Awareness creation game through matching.
UoG_Wv 160
ANSWER Key
 Carpal tunnel syndrome: A compression of the median nerve as it passes

through the carpal tunnel in the wrist.
 Chronic low-back pain: General soreness and fatigue of the low back. Pain is
usually constant, and it accompanies most activities.
 Constriction: Binding, squeezing, or shrinking blood vessels so that circulation is

reduced.
 Cubital tunnel syndrome: Compression of the ulnar nerve as it passes through

the notch of the elbow.
 Cumulative trauma disorders: Injuries and illnesses that generally occur as a

result of exposure to repeated stresses over a period of time. They affect one or
more parts of the soft tissues and bones of the musculoskeletal system and/or
nerves and blood vessels servicing the musculoskeletal system.
 Degenerative disc disease: Wear and tear of the discs that separate the
vertebrae of the spine.
 DeQuervain’s Disease: An inflammation of the tendon and/or its sheath at the

base of the thumb.
 Digital neuritis: Compression of the nerves along the sides of the fingers or
thumbs, resulting in tingling and numbness.
 Epicondylitis: An inflammation of the tendons at the elbow. Also called tennis

elbow (lateral or outside part of the elbow) or golfer’s elbow (medial or inside part
of the elbow).
 Fatigue: A condition that results when the body cannot provide enough energy
for the muscles to perform a task. It results in an incapacity to continue to perform
work at the same rate.
 Ganglionic cyst: Swelling of the tendon sheath due to the build up of synovial
fluid inside the sheath. The cyst usually causes a bump under the skin.
 Mechanical contact stress: The contact of the body with a hard surface or edge
that results in the compression of tissue. Can also result when using a part of the
body as a hammer or striking instrument.
 Musculoskeletal disorders (MSDs): Illnesses and injuries that affect one or

more parts of the soft tissue and bones in the body. The parts of the
UoG_Wv 161
musculoskeletal system are bones, muscles, tendons, ligaments, cartilage, and
their associated nerves and blood vessels.
 Nonspecific backache: General soreness and fatigue of the low back.
 Osteoarthritis: Most common type of arthritis, especially among older people,

sometimes called degenerative joint disease or “wear-and-tear” arthritis. Unlike
other types of arthritis, it only affects the joints, not internal organs. It causes
persistent stiffness and swelling of the joints.
 Raynaud’s Phenomenon: A constriction of the blood vessels in the hands and

fingers. Also called “white finger.”
 Rotator cuff tendonitis: Inflammation of one or more tendons at the shoulder.

Also called “pitcher’s shoulder.”.
 Sprain: Overstretching or overexertion of a ligament that results in a tear or

rupture of the ligament.
 Strain: Overstretching or overexertion of a muscle or tendon.
 Tendonitis: Inflammation of the tendon.
 Tenosynovitis: Inflammation of the sheath around the tendon.
 Thoracic outlet syndrome: Compression of the nerves and blood vessels

between the neck and shoulder often associated with prolonged overhead work.
 Trigger finger: A common term for tendonitis or tenosynovitis that causes painful
locking of the finger(s) while flexing.
 Ulnar nerve entrapment: Compression of the ulnar nerve as it passes through

the wrist, often associated with prolonged flexion and extension of the wrist and
pressure on the palm.
UoG_Wv 162
Annex V: General tip as Preventive Action for work related MSDs:

 Be familiar with the job requirements and the type of tools needed for the job.
 Choose the right size and shape of tool
 Select tools with the least vibration.
 Use the whole hand whenever possible, avoid pinching actions
 Maintain the wrist in a neutral position while working.
 Keeping the elbows bent to keep loads close to the body when lifting
 Know how to stand at the workstation to prevent awkward positioning
 Whenever possible avoid manual material handling
 If to handle manually, develop the habit of safe manual handling
 Use light loads and allowing for a safe lifting zone.
 Hands should be kept >25 degrees centigrade.
 Whenever possible request for help.
 Apply adequate relaxation, stretching and other vital exercise.
 Take adequate and frequent rest period etc.
 …more work materials and procedure modification should be initiated based
on the type of task being engaged.
General Guidelines/Tips for Workstation Design
A. Avoid Static Loads and Fixed Work Postures
• Arrange the workstation in a way that alternate positions can be used to
accomplish work. The body needs to move, and changing position throughout
the day is better for your health.
• Design work stations for the neutral position to be maintained/for natural body
posture (for example: keeping your wrists straight, keeping your back at its
curvature, elbows at a ninety degree angle etc.)
• Alternate tasks throughout the workday to cut down the repetitive motion.
B. Reduce Musculoskeletal Disorders; by minimizing excessive/awkward
reaching, bending and twisting movements;
• The safety zone for reaching is defined as the area between the knee/knuckles
and the shoulders
• Reaching above shoulder height repeatedly should be avoided.
UoG_Wv 163
• Put the materials that you use most on a lower shelf and the less used items on
the higher shelves, for sited works.
• Don’t bend your wrist; Don’t lift your elbow
• Don’t reach behind your back
• Set the Work Height at 50 mm Below the Elbow
C. Furnish Every Employee with an Adjustable Chair and footrest
• Adjustable height to maintain a proper sitting height; thighs are about horizontal,
the lower legs vertical, the feet flat on the floor,
• Elbows are at proper height in relation to work surface height;
• Adjust the footrest to prevent pressure at undersides of the thighs;
• The backrest should be large enough to be leaned against
Figure 25: Design condition of Ergo-working chair

Individual Activity: Demonstration of proper Seated Posture;
 Ask all participants to sit in a proper posture
 Select sample participants to reflect what a proper sitting posture mean
 Check and comment the demonstration to highlight the key ergonomic
principles for sitting work.
An ergonomic chair should meet at least the following criteria:-
 The chair should have a 5 pedestal base;
 The seat pan should feel comfortable and fit your shape;
 The seat chair height should be adjustable and the range of height adjustment
should be sufficient to meet the needs of all users;
 The chair should have comfortable lumbar (lower back) rest that is reclined;
 The chair back rest should be large enough and should have a space for hip;
UoG_Wv 164
 The seat pan should still feel comfortable after you've been sitting in it for 60 -
120 minutes;
 Armrests and footrest are not necessary, but if desired armrests should be
adjustable in height and width.
 The feet should rest flat on the floor or footrest.
 When seated upright in on the chair, the thighs should be parallel to the floor.
Note: For seated workstation, sitting with several "bad" postures for short periods
may be better (or at least no worse) than using one "good" posture over long
periods.
D. Use Gravity; Don’t Oppose It; Example, when emptying/filling liquids
E. Conserve use of force;
• Avoid unnecessary acceleration and deceleration.
• Eliminate grasping motions by providing rolled edges and holes.
F. Design for most of the user population that use/work under it.
• Let the Small Person Reach and the Large Person Fit.
G. Use 2-Hand Motions Rather Than 1-Hand Motions
H. Use the Preferred Hand; the dominant hand is:
I. Keep Arm Motions in the Normal Working Area
• Avoid long benches
• Use arms for move backward and forward
• Keep the task closer to the worker
• Bend the tool – not the wrist!
• Make sure that work gloves fit well.
• Gloves decrease grasp strength by 20% and that strength is further decreased
when poorly fitted gloves are used.
J. Place objects that need observation within the worker’s visual field
Working Postures
Manual Handling will be hazardous when;
 Too heavy and/or bulky load, placing unreasonable work demand.
 The load is to be lifted from the floor and above the shoulders.
 Task that involve frequent/repetitive movement.
 The task that is positioned in awkward posture
 The load that cannot be gripped properly.
UoG_Wv 165
 A task performed on uneven, wet, or sloping surfaces

 Workers are not familiar with the task
Best approach to design manual handling
 If possible avoid manual handling, use ergonomic assist equipment and
automation techniques; No human involved, no human is at risk!
 If to handle, load weight and size shall be kept small, shouldn’t be too heavy;
 If to handle; material movement should be horizontal and Push, not
lifting/lowering and pull/ no vertical movement;
 If lifting is a must, the material movement should between hip/knee and
shoulder height level based on the weight of the material;
 It should be close to and in front of the body;
 Should be compact, safe to grasp (firm box, with handle);
 Shouldn’t have sharp edge, corner;
 Lifting frequency shouldn’t exceed 4-5 lifts per minute;
 Tasks that require sustained pushing or pulling forces should stay <30 sec;
 Reduce carrying distances whenever possible.
UoG_Wv 166
Annex VI: Reactions Caused by Work Related Stress

Table 11: Lists of Reactions Caused by Work Related Stress
Physiological Behavioural Emotional Cognitive
• Migraines • Absenteeism • Depression • decreased attention

• Sleep disorders • Drug abuse • Anxiety • narrowing of perception
• Muscular tension • Use of medicine • Discouragement • forgetfulness
• Weight disorders • Aggressiveness • Boredom • less effective thinking
• Gastrointestinal • Impatience • Memory loss • less problem solving, and
• Blood pressure • Eating disorders • Dissatisfaction • Reduced learning ability
• Cholesterol • Mood swings • Frustration • Errors in judging distance
• Allergies • decreasing productivity • Irritability • Diminished or exaggerated
• Increasing heart rate • increasing smoking • Fear fantasy life
• Increasing blood pressure • increasing drug use • Irritation • Reduced creativity
• increasing muscle tension and/or alcohol • depressive mood • Difficulty for decisions
• Increased adrenaline consumption • anxiety • Mental confusion
production and secretion • making errors, and • Angry outbursts • Lack of concentration
• Superficial breathing at • reporting sick • diminished motivation • Diminished productivity
higher frequencies. • Increased smoking • Lowered self-esteem • Lack of attention to detail
• elevated blood pressure • Aggressive driving • Depression • Orientation to past
• Sweaty palms; tightness in • Having accidents • Jealousy • Over-sensitivity to criticism
UoG_Wv 167
the chest • Carelessness • Suspiciousness

• Headaches • Eating too much • Diminished initiative
• Diarrhea • Fast (even incoherent) • Loneliness
• Tightness of muscles speech • Helplessness
• Other speech difficulties • Chewing fingernails • Insecurity
• pupil dilation • Frustration
• Nausea and/or vomiting • Lack of interest
• Sleep disturbance • Tendency to cry
• Fatigue • Lacking in confidence
• Proneness to accidents • Exhaustion
• Susceptibility to minor
illnesses
• Dryness of mouth or throat
UoG_Wv 168
Annex VII: Sample OSH Policy
UoG_Wv 169
Annex VIII: Sample Orientation Checklist
Item Description Yes No N/A Date

Work Site Tour and Introductions
Health and Safety Manual;
Reviewed and discussed
Reviewed and Discussed Policies;
o Health and Safety
o Drug and Alcohol
o Violence
o Enforcement
Responsibilities; Review and discuss responsibility to:
o Refuse unsafe work
o Know about the hazards present in the workplace
OHS Legislation;
Reviewed and discussed
Hazards;
Reviewed and discussed job-specific health and safety
hazards
Training;
Reviewed and discussed job-specific training required
Workplace Hazardous Materials Information System;
Reviewed and discussed WHMIS program and location
of MSDS
Emergency Plans;
Location of exits, muster point, alarms and fire
extinguishers
First Aid;
Where to locate first aid treatment and supplies
Reporting;
Reviewed and discussed incident reporting procedures
Personal Protective Equipment;
Where to locate, care, maintenance and rules
Employee signature Supervisor signature
Date Date
UoG_Wv 170
Annex IX: Sample Emergency Preparedness Assessment Checklist
Evaluation points
Is there a written emergency response preparation for each work site appropriate
to the hazards at the site?
Does the plan include:
1. Communication procedures?
2. Emergency phone numbers?
3. List of responsible emergency response personnel?
4. Evacuation procedures?
Do employees at the site understand their responsibilities under the plan?
Are employees given emergency response training appropriate to their individual

responsibility?
Are emergency response drills conducted annually or more often as required?
Are emergency response records kept?
Are all records of emergency responses (including drills) reviewed to correct

deficiencies?
Is the appropriate number of employees trained in first aid as required by
legislation?
Do first aid supplies and facilities meet legislative requirements?
UoG_Wv 171
Annex X: Risk Assessment Format
Table 12: Risk Assessment Format

Name of Person who conduct the RA and Date: _______
Organization: Signature______
3. Evaluate the 4. Record findings and implement 5. Review

1. 2. Who risks and decide them the risk
Identify might on precautions assessmen
Hazard be What Further Responsibl Date to Potentials of t and
s harme are action is e Person be Implementatio update
d and you necessary complete n
how? alread ? d
y
doing?
Stay Safe!
///…The End…///
UoG_Wv 172

Workplace Health and Safety TOT Manual For Micro Enterpris

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WORKPLACE HEALTH AND SAFETY TRAINING MANUAL

In collaboration with World Vision-Ethiopia

BoLSA Bureau of Labor and Social Affairs

EOHS Environmental and Occupational Health and Safety

E4Y Engaged, Educated and Empowered Ethiopian Youth

FDRE Federal Democratic Republic of Ethiopia

ILO International Labor Organization

MSSEs Micro and Small Scale Enterprises

MoLSA Ministry of Labor and Social Affairs

MSDS Material Safety Data Sheet

OSH Occupational Safety and Health

PPE Personal Protective Equipment

PwDs People with Disabilities

SNNP Southern Nations Nationalities of Peoples

ToT Training of Trainers

TVET Technical and Vocational Education and Training

UoG University of Gondar

USDOL United States Department of Labour

WFCL Worst Form of Child Labor

WHO World Health Organization

YwDs Youth with Disabilities

This training material is designed to achieve a minimum OHS competency on workers

Objectives of the training module:

Outline of the Training module

Materials Required to Conduct the Training

Figure 1: Work setup of a saw mill

Figure 2: Moving part of the saw enclosed

Figure 3: Flower farm with a large numbers of green houses

Figure 4: Cutting roses in a green house

Activity #1 Bingo Safety Awareness game

 Encourage discussion among participants to mention what they know about

Figure 5: Hierarchy of control measures

1.4. Why OSH?

Figure 6: Ice Berg of Costs of Accident

Costs of Occupational Injuries/Diseases

Direct and indirect costs of Occ. Accidents for Organizations

 Injured/ill worker has to be replaced;

Benefits of effective OSH Service

 Reduction in the number of accidents

 Explain the importance of this session to the overall legal

 Ask participants to list down existing legal frameworks,

Duration: 20 minute for discussion

20 minute for presentation

Method: Group discussion

Summarize using facilitator note

Summary of Facilitators Note

A more comprehensive legislation on occupational Safety and Health management

Summary of Ethiopian Legal Provisions on Occupational Health and Safety

 The Federal Democratic Republic of Ethiopian Constitution(Proclamation No.

 Right to Employment of Persons with Disability Proclamation No. 568/2008

 Article 89 (8): in relation to economic objectives, it states that, government shall

National Labor Law: Proclamation No 377/2003

 Present-day labor law, as a specialized law designed to protect employees' welfare,

 Employment relation is established through a contract of employment and it shall be

Duties of Employers Includes:

 Minimum labour wage

Summarize using facilitator note

Divide participants in to manageable groups and display the flowing idea on

 What are the functions and powers of labor inspectors?

Method: Group discussion

Summarize using facilitator note

Summary of Facilitators Note

In France, a labour inspection service was established in 1874, comprising 15 divisional